Creating a Tween

Collection
PRACTICAL GUIDES FOR LIBRARIANS

About the Series

This innovative series written and edited for librarians by librarians provides authoritative,
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M. Sandra Wood was a librarian at the George T. Harrell Library, the Milton S. Hershey
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of Library and Information Science technology and its application.

1. How to Teach: A Practical Guide for Librarians by Beverley E. Crane

2. Implementing an Inclusive Staffing Model for Today’s Reference Services by Julia K.
Nims, Paula Storm, and Robert Stevens
3. Managing Digital Audiovisual Resources: A Practical Guide for Librarians by Matthew C.
Mariner
 4. Outsourcing Technology: A Practical Guide for Librarians by Robin Hastings
5. Making the Library Accessible for All: A Practical Guide for Librarians by Jane Vincent
6. Discovering and Using Historical Geographic Resources on the Web: A Practical Guide for
Librarians by Eva H. Dodsworth and L. W. Laliberté
7. Digitization and Digital Archiving: A Practical Guide for Librarians by Elizabeth R.
Leggett
8. Makerspaces: A Practical Guide for Librarians by John J. Burke
9. Implementing Web-Scale Discovery Services: A Practical Guide for Librarians by JoLinda
Thompson
10. Using iPhones and iPads: A Practical Guide for Librarians by Matthew Connolly and
Tony Cosgrave
11. Usability Testing: A Practical Guide for Librarians by Rebecca Blakiston
12. Mobile Devices: A Practical Guide for Librarians by Ben Rawlins
13. Going Beyond Loaning Books to Loaning Technologies: A Practical Guide for Librarians
by Janelle Sander, Lori S. Mestre, and Eric Kurt
14. Children’s Services Today: A Practical Guide for Librarians by Jeanette Larson
15. Genealogy: A Practical Guide for Librarians by Katherine Pennavaria
16. Collection Evaluation in Academic Libraries: A Practical Guide for Librarians by Karen C.
Kohn
17. Creating Online Tutorials: A Practical Guide for Librarians by Hannah Gascho Rempel
and Maribeth Slebodnik
18. Using Google Earth in Libraries: A Practical Guide for Librarians by Eva Dodsworth
and Andrew Nicholson
19. Integrating the Web into Everyday Library Services: A Practical Guide for Librarians by
Elizabeth R. Leggett
20. Infographics: A Practical Guide for Librarians by Beverley E. Crane
21. Meeting Community Needs: A Practical Guide for Librarians by Pamela H. MacKellar
22. 3D Printing: A Practical Guide for Librarians by Sara Russell Gonzalez and Denise
Beaubien Bennett
23. Patron-Driven Acquisitions in Academic and Special Libraries: A Practical Guide for
Librarians by Steven Carrico, Michelle Leonard, and Erin Gallagher
24. Collaborative Grant-Seeking: A Practical Guide for Librarians by Bess G. de Farber
25. Story-Time Success: A Practical Guide for Librarians by Katie Fitzgerald
26. Teaching Google Scholar: A Practical Guide for Librarians by Paige Alfonzo
27. Teen Services Today: A Practical Guide for Librarians by Sara K. Joiner and Geri
Swanzy
28. Data Management: A Practical Guide for Librarians by Margaret E. Henderson
29. Online Teaching and Learning: A Practical Guide for Librarians by Beverley E. Crane
30. Writing Effectively in Print and on the Web: A Practical Guide for Librarians by Rebecca
Blakiston
31. Gamification: A Practical Guide for Librarians by Elizabeth McMunn-Tetangco
32. Providing Reference Services: A Practical Guide for Librarians by John Gottfried and
Katherine Pennavaria
33. Video Marketing for Libraries: A Practical Guide for Librarians by Heather A. Dalal,
Robin O’Hanlan, and Karen Yacobucci
34. Understanding How Students Develop: A Practical Guide for Librarians by Hanah
Gascho Rempel, Laurie M. Bridges, and Kelly McElroy
35. How to Teach: A Practical Guide for Librarians, Second Edition by Beverley E. Crane
36. Managing and Improving Electronic Thesis and Dissertation Programs: A Practical
Guide for Librarians by Matthew C. Mariner
37. User Privacy: A Practical Guide for Librarians by Matthew Connolly
38. Makerspaces: A Practical Guide for Librarians, Second Edition by John J. Burke, revised
by Ellyssa Kroski
39. Summer Reading Programs for All Ages: A Practical Guide for Librarians by Katie
Fitzgerald
40. Implementing the Information Literacy Framework: A Practical Guide for Librarians by
Dave Harmeyer and Janice J. Baskin
41. Finding and Using U.S. Government Information: A Practical Guide for Librarians by
Bethany Latham
42. Instructional Design Essentials: A Practical Guide for Librarians by Sean Cordes
43. Making Library Websites Accessible: A Practical Guide for Librarians by Laura
Francabandera
44. Serving LGBTQ Teens: A Practical Guide for Librarians by Lisa Houde
45. Coding Programs for Children and Young Adults in Libraries: A Practical Guide for
Librarians by Wendy Harrop
46. Teen Fandom and Geek Programming: A Practical Guide for Librarians by Carrie
Rogers-Whitehead
47. Comic Book Collections and Programming: A Practical Guide for Librarians by Matthew
Wood
48. STEM Programming for All Ages: A Practical Guide for Librarians by Chantale Pard
49. Title not published
50. Gaming Programs for All Ages in the Library: A Practical Guide for Librarians by Tom
Bruno
51. Intentional Marketing: A Practical Guide for Librarians by Carol Ottolenghi
52. Electronic Resources Librarianship: A Practical Guide for Librarians by Holly Talbott
and Ashley Zmau
53. Citation Management Tools: A Practical Guide for Librarians by Nancy R. Glassman
54. Embedded and Empowered: A Practical Guide for Librarians by Courtney Mlinar
55. Creating a Learning Commons: A Practical Guide for Librarians by Lynn D. Lampert
and Coleen Meyers-Martin
56. Graphic Design: A Practical Guide for Librarians by Valerie Colston
57. Creating a Tween Collection: A Practical Guide for Librarians by Karen M. Smith
58. Teaching First-Year College Students: A Practical Guide for Librarians by Maggie
Murphy with Adrienne Button
59. Reaching Diverse Audiences with Virtual Reference and Instruction: A Practical Guide for
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60. How to Write and Get Published: A Practical Guide for Librarians by Tammy Ivins and
Anne Pemberton
61. Library Programming Made Easy: A Practical Guide for Librarians by Michelle Demeter
and Haley Holmes
62. Library Volunteers: A Practical Guide for Librarians by Allison Renner
63. Developing a Residency Program: A Practical Guide for Librarians by Lorelei Rutledge,
Jay L. Colbert, Anastasia Chiu, and Jason Alston
64. Yoga and Meditation at the Library: A Practical Guide for Librarians by Jenn Carson
Creating a Tween
Collection
A Practical Guide
for Librarians

Karen M. Smith

PRACTICAL GUIDES FOR LIBRARIANS, NO. 57

ROWMAN & LIT TLEFIELD

Lanham • Boulder • New York • London
Published by Rowman & Littlefield
An imprint of The Rowman & Littlefield Publishing Group, Inc.
4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706
www.rowman.com

6 Tinworth Street, London, SE11 5AL, United Kingdom

Copyright © 2019 by The Rowman & Littlefield Publishing Group Inc.

All rights reserved. No part of this book may be reproduced in any form or by any electronic
or mechanical means, including information storage and retrieval systems, without written
permission from the publisher, except by a reviewer who may quote passages in a review.

British Library Cataloguing in Publication Information Available

Library of Congress Cataloging-in-Publication Data

Names: Smith, Karen M., 1975– author.
Title: Creating a tween collection : a practical guide for librarians / Karen M. Smith.
Description: Lanham : Rowman & Littlefield, [2019] | Series: Practical guides for librarians ;
no. 57 | Includes bibliographical references and index.
Identifiers: LCCN 2018055639 (print) | LCCN 2018056433 (ebook) | ISBN 9781538116944
(Electronic) | ISBN 9781538116937 (pbk. : alk. paper)
Subjects: LCSH: Libraries—Special collections—Children’s literature. | Preteens—Books
and reading—United States. | Middle school students—Books and reading—United States.
| Children’s libraries—Collection development. | Middle school libraries—Collection
development. | Libraries—United States—Case studies.
Classification: LCC Z688.C47 (ebook) | LCC Z688.C47 S65 2019 (print) | DDC
025.2/187625—dc23
LC record available at https://lccn.loc.gov/2018055639

™ The paper used in this publication meets the minimum requirements of American
National Standard for Information Sciences—Permanence of Paper for Printed Library
Materials, ANSI/NISO Z39.48-1992.

Printed in the United States of America

Contents

List of Figures ix

Preface xi

Acknowledgments xv

Chapter 1 Who Are “Tweens” and What Do They Want? 1

Chapter 2 Why Create a Tween Collection? 11

Chapter 3 What Is Tween Literature? 19

Chapter 4 Beyond Print Materials 33

Chapter 5 Evaluating Current Collections 57

Chapter 6 Carving Out Space 71

Chapter 7 Controversy in Tween Literature 75

Chapter 8 Should You Add Nonfiction? 87

Chapter 9 Budgets 99

Chapter 10 Marketing Your Tween Collection 103

Appendix A Selected Titles: Fiction 107

Appendix B Selected Titles: Nonfiction 117

Appendix C Tween Collection Case Study: Eton Academy 129

Appendix D Tween Collection Case Study: Geneva

Public Library 131

▲ vii
 Appendix E Tween Collection Case Study: Loutit
District Library 135

Appendix F Tween Collection Case Study: Novi

Public Library 137

Bibliography 141

Index 145

About the Author 147

v i i i ▲ C o ntents
Figures

Figure 4.1. Britannica School Middle Categories Screenshot 34

Figure 4.2. Britannica School Middle Homepage Screenshot 34

Figure 4.3. Opposing Viewpoints Search Page Screenshot 35

Figure 4.4. Opposing Viewpoints Article, Students and

Homework Screenshot 36

Figure 4.5. Middle Search Results Page Screenshot 36

Figure 4.6. Biography Reference Center Homepage

Screenshot 37

Figure 4.7. Biography Reference Center, Princess Diana

Article Screenshot 37

Figure 4.8. Overdrive Featured Titles Screenshot 38

Figure 4.9. Overdrive Download Page, Wonder

by R. J. Palacio Screenshot 39

Figure 4.10. Disney Villains Recommended Titles Screenshot 39

Figure 4.11. Disney Fairest of All Download Page Screenshot 40

Figure 4.12. EBSCO Search Results Screenshot 40

Figure 4.13. STEM in Football Download Page Screenshot 41

Figure 4.14. Khan Academy Courses Screenshot 43

Figure 4.15. Khan Academy Quiz Screenshot 44

Figure 4.16. Amaze Homepage Screenshot 45

▲ ix
 Figure 4.17. Amaze Screenshot 45

Figure 4.18. Amaze YouTube Channel Screenshot 45

Figure 4.19. iCivics Legislature Screenshot 47

Figure 4.20. iCivics Newspaper Screenshot 47

Figure 4.21. iCivics Final Address Screenshot 48

Figure 4.22. CIA for Kids Landing Page Screenshot 49

Figure 4.23. Kryptos Screenshot 49

Figure 4.24. Code.org Intro to App Tutorial Screenshot 50

Figure 4.25. Courses by Code.org Screenshot 51

Figure 4.26. Toon TraitR Beginning Screenshot 52

Figure 4.27. Toon TraitR Finished Screenshot 52

Figure 4.28. Weird but True! Screenshot 53

Figure 4.29. Interactive Map Screenshot 53

x ▲ F ig u res
Preface

I have been working in public libraries for nearly twenty years, starting out as a librarian
assistant and then as a librarian with a master’s degree. Middle school students have al-
ways been my favorite age group with which to work. While I do enjoy the silliness and
general wonder of the littles, and the growing maturity and helpfulness of the teens, mid-
dle schoolers, in my opinion, are the best group of patrons. They are beginning to form
independent ideas and opinions. They can attend programs without the watchful eye of
a caregiver. They can encompass both the silliness of younger kids and the helpfulness of
older kids. For the purposes of this book, “tweens” are “middle schoolers.”
I created my first tween collection in the mid-2000s, mainly in response to mothers
commenting on some of the material found in the library’s teen collection. One mother
was terribly concerned because her sixth-grade daughter had stumbled across a Gossip
Girl novel in which one of the female characters was proudly sexually active. It occurred
to me that The Clique series would be more appropriate for this patron, but it had been
overshadowed by the more explicit titles, so much so that this mom did not want her
daughter even venturing into the teen section. Creating a section where middle school-
ers could find both age-appropriate and appealing books seemed like a logical way to
bridge the gap between elementary school readers (juvenile literature) and high school
students (teens).
Not only did I create this collection in my library, I presented the idea to the Shared
Automation System committee of the library’s consortium, The Library Network (TLN),
so that items could be specifically cataloged as tween, rather than just using “Tween” in
the call number. It did not take long for other libraries in the network to see the value
in this and follow suit. Now a number of libraries in my area have created specialized
collections for tweens, although some do consider “tween” to be a bit younger (grades
4–6). In the past few years, librarians have asked me for advice on how to create a tween
collection in their building, and to explain why such a collection is important. This is why
I decided to write this Practical Guide.
In the process of developing content for this book, I discovered that librarians 1)
already had tween collections; 2) wanted a tween collection, but felt they didn’t have
the space or know where to begin; 3) had no desire for a tween collection. Some were
concerned that creating a tween collection would pigeonhole readers or limit their op-
tions when selecting books. In fact, talking with other librarians who have created such

▲ xi
 collections has shown that the opposite happens. Tweens are able to find the materials
they want because these materials are not buried in the “baby books” or the teen books.
This book is written for those librarians who want a tween collection, but do not
know where to start or just need some guidance in selecting materials. It is not meant to
convince those who have no desire for a tween collection, but it will give justifications and
anecdotal support to help inspired librarians to convince others. If you are reading this,
you want a tween collection. You may already have all of the support you need, which is
awesome. You may need to do a little persuading, and the information found within will
be extremely helpful, including the case studies about other successful tween collections
and positive comments from patrons about their library’s tween collection.
For librarians who want to create a tween collection, this book will show you that
while the project may seem overwhelming, there are simple steps that you can take to
begin the process. From evaluating what you already have to creating parameters for new
purchases, from rearranging your space and your budgets to marketing your new collec-
tion, Creating a Tween Collection: A Practical Guide for Librarians will give you all the tools
you need to create a comprehensive collection for middle schoolers.
Historically, tweens have been lumped in with elementary school kids on the high
end and teens on the low end. When juvenile collections end at sixth grade and teen
collections begin at sixth or seventh grade, it can be hard for middle schoolers to find
appropriate books in a public library. In recent years, there has been more information
published on creating programs specifically for this age group, but only a few articles
have been published on creating a collection for this age group. This book is the first
of its kind in that it covers only collection development and management expressly for
middle schoolers.
After reading this book, you will have a basic understanding of the tween brain and
developmental stages, learn ways to create guidelines and parameters for your tween col-
lection, show your community and your stakeholders the importance of a tween collec-
tion, and protect your collection from possible censorship. In addition, you will find case
studies by other fantastic librarians who have create tween collections, and both fiction
and nonfiction book lists.
Each chapter covers a particular component in creating a tween collection; below are
the chapter summaries.

Chapter 1, Who Are “Tweens” and What Do They Want?: In this chapter, you will
learn about tweens’ developing brains and the reasons why they act the way that they
do. You will also gain an understanding of Search Institute’s Developmental Assets,
and how librarians can use them to better serve their patrons. Finally, you will learn
what tweens want in terms of materials and space in the library.
Chapter 2, Why Create a Tween Collection?: By learning about the history of
children’s and teen services, you will see that it may be time to rethink the YA/teen
classification, and to serve middle schoolers as a separate population. You will also see
how creating a tween collection will be beneficial to middle schoolers and appreciated
by their parents and other stakeholders.
Chapter 3, What Is Tween Literature?: Deciding what constitutes tween literature
is perhaps one of the hardest things about creating a tween collection. By looking at
characters and storylines, along with the reading stages of tweens, librarians can see

x i i ▲ P reface
 what books will work in their tween collection. In addition, you will learn about the
tween publishing market and different formats, including graphic novels and novels
in verse.
Chapter 4, Beyond Print Materials: This chapter shows you how to strengthen your
tween collection without adding many physical items to your shelves. You will learn
about various databases and websites, along with ebooks and audiobooks, and other
resources that are available to your patrons for little or no cost.
Chapter 5, Evaluating Current Collections: You already have tween books in your
library; it’s just that these are classified as either juvenile or teen. This chapter shows
you how to look at these collections and pull books to begin creating your tween
collection. In addition, you will learn how to use review sources and will see specific
examples of titles that belong in a tween classification.
Chapter 6, Carving Out Space: You already have the space; you just need to “see” it.
This chapter shows you how.
Chapter 7, Controversy in Tween Literature: Although not as edgy as teen literature,
tween books do have storylines that deal with sexuality, gender questioning, abuse,
suicide, and other topics that might make grown-ups nervous. This chapter will show
you the resources for protecting your collection, including the American Library
Association’s Bill of Rights and the Office of Intellectual Freedom’s Right to Read
Statement, and gives you sample questions to ask on a “Reconsideration of Materials”
form in the case of a challenge. In addition, this chapter discusses the importance of
diversity in your collection, with resources to assist you.
Chapter 8, Should You Add Nonfiction?: After creating a tween collection full of
diverse, quality fiction titles, you may want to add nonfiction titles as well. This chap-
ter will show you how to decide on a purpose for your tween nonfiction collection
(homework help? recreational reading?) and offers sample titles for inclusion. It also
notes that nonfiction is not required for a successful tween collection.
Chapter 9, Budgets: Like chapter 6, you will learn that you already have the money
and you are already purchasing tween books. This chapter shows you how to divvy up
your budget accordingly.
Chapter 10, Marketing Your Tween Collection: Your patrons will be so happy with
your new tween collection that it will basically market itself. However, this chapter
will show you how to promote it through press releases and social media outlets.

There are some important things to remember when going through the process of
creating your tween collection:

• Know your community and its standards.

• Tween collections do not limit readers; they empower readers.
• Creating a tween collection has nothing to do with “reading level” and has every-
thing to do with how appropriate the books are for the intended audience in terms
of storylines, characters, and overall themes.
• Communication is key. Make sure your staff knows what a tween collection is, and
why it is important to have one.

P reface ▲ xiii
 • Tween collections, like all other collections, are not exclusive. While it houses
books intended for middle schoolers, anyone can browse and borrow books from
this collection.

I wish you luck as you embark on this time-consuming, extremely worthwhile ad-
venture. Believe me when I tell you that starting will have a snowball effect, and you will
gain momentum quickly. While it will not always be easy, the positive effect that a tween
collection will have on your library and your community will be so valuable, you will
wonder why you didn’t do it sooner.

x i v ▲ P reface
Acknowledgments

There are many people who deserve my gratitude in completing this book. First of all, I
would like to thank Ellyssa Kroski, my editor. She was always available to answer ques-
tions and give encouragement and constructive criticism.
Second, I would like to thank those librarians who completed my survey and, espe-
cially, Allison Boyer, Lindsay Gojcaj, Michelle Levy, and Kylie Peters, who have not only
created tween collections, but were willing to share their experiences with me in the way
of case studies. Their experiences and results are similar to my own, and I hope that they
will serve as an inspiration to those of you who are considering creating a tween collection
of your own.
I would also like to thank my former library director, Sandi Blakney, and my current
library director, Toni LaPorte, for always supporting my ideas and providing both men-
torship and friendship.
I cannot forget the wonderful patrons, especially the tweens, who inspire me in ways
they will never know. It is particularly cool to be called a “lifesaver,” and to see the excite-
ment on a middle schooler’s face when I provide the book that he or she wants.
Finally, I would like to thank my husband, Brian, who continually encouraged me
throughout the process of writing my first book. His love and support means the world
to me.

▲ xv
 CHAPTER 1

Who Are “Tweens” and

What Do They Want?

IN THIS CHAPTER

PP What age group constitutes tweens?

PP The adolescent brain
PP Developmental stages
PP Search Institute’s Developmental Assets and how librarians can use them
PP What do tweens want?

Where Did the Term Tween Come From?

A
LTHOUGH THE TERM TWEEN started appearing in the 1940s, it gained popu-
larity in 1987 when it was used as a marketing ploy to target children between
the ages of nine and fifteen. The age range varied based on the product; some-
times tweens were eight to twelve years old, while sometimes they were as young as
seven. It worked rather well, as advertisers had found a group of consumers who wanted
to appear older and more mature in public, while still partaking in childlike behavior in
the privacy of their home.1
In reality, the term tween is somewhat awful, regardless (or maybe because) of how
logical it is. Tweens are no longer children, they are given more responsibility by the
adults in their lives, and it is assumed that they will behave in a more mature way. They are
expected to complete certain tasks and household chores. Tweens are not yet full-fledged
teenagers (even those on the high end of the range are barely in their teen years), and their
freedom can only go so far. While they may be interested in dating, it is unlikely that will
be allowed, and their social time with friends may still be supervised, although they have
outgrown scheduled playdates.

▲ 1
 Your tween collection can cover whatever ages you deem appropriate for your
community. As you will see in the case studies later in this book, libraries have made
their own determinations and regulations regarding their tween collections. One has
even given their collection a great descriptive, non-age name: the Middle Ground.
Kylie Peters, middle school librarian at the Geneva Public Library in Illinois, says in
her case study, “We intentionally avoid using any terms that refer to an age or a grade
when discussing this collection with patrons, because we don’t want any stigma for
readers of other ages. We describe it to them as ‘a step up from J, but not quite YA’”
(see appendix D).

Age
For the purposes of this book and for creating a tween collection, tween is defined as
middle schoolers, children ages nine through thirteen, in the fifth through eighth grades.
However, by simply Googling “tween,” you will find numerous definitions, both regarding
age and stage. UrbanDictionary.com defines tweens as, “a girl ages about 9–14 . . . too
old for toys, too young for boys”;2 Dictionary.com defines it as ten to twelve years old,
“considered too old to be a child and too young to be a teenager”;3 and Merriam-Webster
.com defines it as “a boy or a girl who is 11 or 12 years old.”4
Middle school definitions will also range based on your community. In some districts,
middle school covers grades 6–8. In others, there are upper elementary schools that cover
grades 5 and 6, and middle school covers grades 7 and 8. For some school districts, middle
school includes grade 9, whereas in others, high school consists of grades 9–12. If you
think it will be helpful, and logical for your community, you can use your school district’s
grade separation in determining what grades your tween collection will cover.

The Adolescent Brain

Historically, it was believed that brain development was done by the age of twelve. Recent
research using functional magnetic resonance imaging (fMRI) have shown that this is
not the case.5 During adolescence, the brain is literally changing, growing, and rewiring
itself. White matter, consisting of axons that conduct electrical impulses and myelin that
protects the axons, is increasing while gray matter is decreasing. The gray matter goes
through pruning, where connections in the brain that are not being used are eliminated,
thereby making the brain more functional and efficient.6 Pruning is influenced by the
environment, on a “use it or lose it” principle. The activities that adolescents participate
in will become hardwired into their brains. This includes positive activities like athletics,
reading, math, and art, and riskier activities like drinking and smoking. For the most part,
tweens want to participate in leisure activities of a positive nature, but they certainly never
want to look “uncool.” Fitting in and being well liked are of the utmost importance to
young adolescents.
One of the last areas to undergo pruning is the prefrontal cortex, which is responsi-
ble for decision making, impulse control, setting priorities, and planning. Unfortunately,
while the prefrontal cortex is waiting to get pruned, other parts of the brain are working
rather quickly, so an adolescent may be volatile, emotional, more likely to take risks, for-
getful, tired, and overly stimulated. The main time period for this process occurs between

2 ▲ C hapter 1
 the ages of ten to fifteen. By fifteen, the prefrontal cortex has begun to catch up with the
rest of the brain, although some changes and pruning still occur well into our twenties.
These physiological changes help to show us, as educators and advocates for kids,
how much development takes place in early adolescence, or those tween years. In ad-
dition to emotional and behavioral changes, tweens are learning to think critically and
abstractly, learning how to relate to others—both friends and family and on a societal/
community level—and learning who they are and what kind of person they want to be.
Libraries and librarians can be instrumental in helping tweens grow into well-adjusted,
productive adults.

Developmental Stages
One of the challenges of defining what constitutes a “tween” is the fact that this time
period is full of physical, emotional, and hormonal changes. Some tweens will begin
puberty before defined tweendom, others not until much later. Tweens are a fun, yet
challenging group of patrons with which to work. They understand that there are rules
and follow them (for the most part), but they are also struggling to find their place in the
world and may become easily frustrated with situations around them. They also want to
be liked by other kids and fit in with their peers, so bad behavior can often be contagious.
However, they do look up to older kids, and a good example from a responsible teen can
be extremely effective in curbing problem behavior.
According to Amanda Morin, author of The Everything Parent’s Guide to Special
Education,

• Middle schoolers are often more physically mature than emotionally mature.
• During this time, kids usually begin to be more aware of what’s happening in the
world and how that affects them.
• In middle school, many kids start communicating with more nonverbal language,
like posture and tone of voice.7

These facts can help librarians assisting tweens in finding materials. It is important to
remember that they may not be as old as they look, they are reacting to the world around
them, and that attitude may simply be their way of finding their voice. You can help them
by asking specific questions, listening to what they say, and remaining nonjudgmental.
This can go a long way in creating positive patron interactions and helping your younger
patrons find their voice.
Physically, tweens are dealing with growth spurts and achy joints, and fluctuating
between an excess of energy and a need to sleep (most tweens need nine to thirteen hours
of sleep each night). They are growing taller and wider, and may not be able to control
their bodies (similar to toddlers). They are not bumping into your displays on purpose or
rocking in the un-rockable chair to annoy you; they literally cannot help it because they
need to move their bodies. Fidgeting is necessary for their developing bodies.
Cognitively, they are beginning to understand more complex concepts, are learning
to think critically, and are able to make decisions by weighing pros and cons. Tweens
may often question what is, and wonder why it is that way. They are beginning to look at
events in the world and trying to figure out how these events affect them. Tweens may
also become more interested in earning money, and in finances in general. While young

W H O A R E “ T W E E N S” A N D W H AT D O T H E Y WA N T ? ▲ 3
 adolescents are beginning to move from concrete thinking to abstract thinking, they have
a hard time paying attention and focusing. High levels of stress, fluctuating hormones,
and other environmental factors also have an effect on cognitive development. Tweens
learn to set goals and become more self-aware, especially regarding their strengths and
weaknesses. Unfortunately, they may become hypercritical of themselves and lash out at
any type of criticism.
Linguistically, tweens may try out new slang and tone of voice. They become in-
terested in language, and may pick fights just to see where these will lead. It is during
tween-age that they begin (hopefully) to understand body language and nonverbal
cues. They may also say things just for the sake of shock value. You have to remember,
too, that tweens today communicate differently than those of previous generations.
They are more likely to use mobile devices and computers, thus making face-to-face
interactions and any oral communication more difficult. When most social interaction
takes place on a computer screen, it can be difficult to ask an actual person, especially
an adult, for help. Therefore, mumbling and lack of eye contact are common with this
age group.
Literacy in all forms becomes even more important. In The Encyclopedia for Middle
Grades Education, Francine Falk-Rose writes, “We recognize the receptive elements of
literacy to be listening, reading, and viewing; the expressive elements are talking, writing,
and composing.”8 Vocabulary development and knowledge is a huge predictor for later
academic success and literacy, and is influenced by reading from a variety of sources and
reading levels. Falk-Rose notes, “The use of wide reading and frequent reading naturally
builds young adolescents’ recognition of high frequency words, supporting both vocab-
ulary and identification competencies, and improves fluency and comprehension, and
writing competencies.”9 Perhaps lifelong readers are created not only on the laps of their
parents, but also in the tween sections of their public libraries.

Emotions
As stated earlier, the adolescent brain goes through some serious rewiring, but not all
at the same time. The part of the brain that controls planning, decision making, setting
priorities, forming strategies, and inhibiting impulsive and inappropriate behavior, the
prefrontal cortex, does not reach it maximum efficiency until around age fifteen. In
the time between ages ten and fifteen, other areas of the brain that control emotion
(hippocampus); strong feelings and emotional reactivity (amygdala); the processing of
emotions, learning, and memory (cingulate gyrus); the regulation of sleep and alertness
(thalamus); and the link from the limbic system to the endocrine system (hypothalamus)
are working overtime, getting “pruned” and realigned. This contradiction in timing helps
to explain why tweens are cool and rational one minute, then having a meltdown over a
video game the next.10
Tweens’ emotions can be volatile, and they tend to overreact to things. They can be
overly sensitive and hurt, or inexplicably mean. A silent treatment during this time pe-
riod is possible, as is the stomping of feet and slamming of doors. It is important to let
tweens have their emotions, as long as they are taught to own them and handle them in
a responsible and nondestructive way. For example, a tween can be mad at his brother for
making them late, but cannot act out by hitting him. Also, providing resources on coping
mechanisms such as mindfulness, relaxation, anger management, and stress reduction,
along with offering a sympathetic ear, can greatly improve a tween’s demeanor.

4 ▲ C hapter 1
Social
According to Katherine Main, “Social and emotional competencies include a broad set
of skills including resilience, cooperation and negotiation skills, a positive self-identity, a
sense of self-worth, empathy for others, decision-making and problem-solving skills, im-
pulse control, anger management, stress management, and self-regulation.”11 In addition
to their bodies doing strange things, their brains rewiring, and their raging hormones,
tweens also have to learn how to behave in socially appropriate ways, which, it turns out,
is more than just understanding and responding to others. They must learn that different
situations call for different behaviors. A person acts differently at a sporting event than at a
place of worship or in a classroom setting. It is important to note that there is a direct link
between positive social skills and learning. Librarians can provide opportunities for tweens
to socialize, not only by hosting programs, but also by providing tween-friendly spaces.
Friends, friends, friends. Middle schoolers deal with an amazing amount of awkward-
ness and are desperately trying to be like everyone else. They crave relationships with their
peers and have a strong desire to fit in. This is the age where peer pressure and, unfortu-
nately, negative risk-taking behavior are at an all-time high. At this point, the opinions
of authority figures, such as parents and teachers, matter less and less, while impressing
and agreeing with their friends become highly important—and that pressure can become
overwhelming. This can be troublesome because risk-taking behavior is elevated, and risks
become more enjoyable and worthwhile when the reward is peer approval.
However, this can also be a time of great confidence building. Tweens take pride
in reaching their goals and are more likely to take on new challenges. While they are
also more likely to partake in risky behavior, not all risky behavior is negative. For some
tweens, risky behavior could mean trying out for a play or sports team, picking up an
instrument, or speaking up in class. These new interests can also lead to new friendships
and opportunities to develop other interpersonal relationships.
Tweens are also learning more about what it means to be male or female, and/or possi-
bly questioning the gender they were assigned at birth. This can make an already confusing
time even more so. To add to that, tweens are beginning to experience feelings of love and
attraction. If these feelings don’t fit into the “normal” social construct of “boy likes girl,” an
already awkward tween may feel completely out of place and alone. However, there is more
awareness surrounding love, attraction, and sexuality, with new terms and concepts begin-
ning to be accepted, particularly by younger generations. Finally, if a tween is not feeling
sexual attraction at all, he or she may feel like something is wrong, especially if friends are
“boy crazy” or are already experimenting with sexual activity. It is important for tweens to
understand that whatever they are experiencing is normal for them.

Authority Figures
Tweens are beginning to feel the need for independence. As stated earlier, the need for
peer approval is more important than pleasing mom and dad or other adults. This is not
to say that tweens will inevitably become disrespectful and obnoxious, but it is likely that
they will test boundaries. Because they are not well versed in appropriate social behavior,
they may come across to grown-ups as ill-mannered and rude. Being an understanding
authority figure can go a long way in helping tweens find their social skills. Librarians,
because they are not direct authority figures (they do not give out punishments or take
away privileges, for the most part), can be helpful and show tweens that not all adults are

W H O A R E “ T W E E N S” A N D W H AT D O T H E Y WA N T ? ▲ 5
 awful. Offering tweens a safe space and guiding them to what they need will not only
give them a good impression of the library, but also help them see that some grown-ups
are on their side.

Developmental Assets
The second edition of A Fragile Foundation: The State of Developmental Assets among Amer-
ican Youth provides updated data on the forty developmental assets among sixth through
twelfth grade youth in the United States. These assets are both external and internal and
grouped into the following categories: Support, Empowerment, Boundaries and Expec-
tations, Constructive Use of Time, Commitment to Learning, Positive Values, Social
Competencies, and Positive Identity. Youth who are able to experience satisfaction with
these assets are less likely to participate in risky behaviors and more likely to report an
overall sense of well-being.12

Definitions of the Forty Developmental Assets

EXTERNAL ASSETS
• Support
1. Family support: Family life provides high levels of love and support.
2. Positive family: Young person and her or his parent(s) communicate positively,
and the young person is willing to seek advice and counsel from parent(s).
3. Other adult relationships: Young person receives support from three or more
nonparent adults.
4. Caring neighborhood: Young person experiences caring neighbors.
5. Caring school climate: School provides a caring, encouraging environment.
6. Parental involvement in schooling: Parent(s) are actively involved in helping
young person succeed in school.
• Empowerment
7. Community values youth: Young person perceives that adults in the commu-
nity value youth.
8. Youth as resources: Young people are given useful roles in the community.
9. Service to others: Young person serves in the community one hour or more
per week.
10. Safety: Young person feels safe at home, at school, and in the neighborhood.
• Boundaries and Expectations
11. Family boundaries: Family has clear rules and consequences, and monitors the
young person’s whereabouts.
12. School boundaries: School provides clear rules and consequences.
13. Neighborhood boundaries: Neighbors take responsibility for monitoring
young people’s behavior.
14. Adult role models: Parent(s) and other adults model positive, responsible
behavior.
15. Positive peer influence: Young person’s best friends model responsible behavior.
16. High expectations: Both parent(s) and teachers encourage the young person
to do well.

6 ▲ C hapter 1
 • Constructive Use of Time
17. Creative activities: Young person spends three or more hours per week in les-
sons or practice in music, theater, or other arts.
18. Youth programs: Young person spends three or more hours per week in sports,
clubs, or organizations at school and/or in the community.
19. Religious community: Young person spends one or more hours per week in
activities in a religious institution.
20. Time at home: Young person is out with friends “with nothing special to do”
two or fewer nights per week.

INTERNAL ASSETS
• Commitment to Learning
21. Achievement motivation: Young person is motivated to do well in school.
22. School engagement: Young person is actively engaged in learning.
23. Homework: Young person reports doing at least one hour of homework every
school day.
24. Bonding to school: Young person cares about her or his school.
25. Reading for pleasure: Young person reads for pleasure three or more hours
per week.
• Positive Values
26. Caring: Young person places high value on helping other people.
27. Equality and social justice: Young person places high value on promoting
equality and reducing hunger and poverty.
28. Integrity: Young person acts on convictions and stands up for her or his beliefs.
29. Honesty: Young person “tells the truth even when it is not easy.”
30. Responsibility: Young person accepts and takes personal responsibility.
31. Restraint: Young person believes it is important not to be sexually active or to
use alcohol or other drugs.
• Social Competencies
32. Planning and decision making: Young person knows how to plan ahead and
make good choices.
33. Interpersonal competence: young person has empathy, sensitivity, and friend-
ship skills.
34. Cultural competence: Young person has knowledge of and comfort with peo-
ple of different cultural/racial/ethnic backgrounds.
35. Resistance skills: Young person can resist negative peer pressure and dangerous
situations.
36. Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently.
• Positive Identity
37. Personal power: Young person feels he or she has control over “things that
happen to me.”
38. Self-esteem: Young person reports having a high self-esteem.
39. Sense of purpose: Young person reports that “my life has purpose.”
40. Positive view of personal future: Young person is optimistic about her or his
personal future.13

W H O A R E “ T W E E N S” A N D W H AT D O T H E Y WA N T ? ▲ 7
 Librarians can play a huge role in helping tweens achieve some of these assets, in-
cluding positive adult relationships and caring neighborhood. It is imperative that kids
feel welcome in society and in places that they frequent. If they feel at home in the library,
they will more likely become lifelong readers, and future stakeholders.

Librarians and the Assets

Other Adult Relationships: Young Person Receives Support from Three
or More Nonparent Adults
Librarians and other library staff should take the time to get to know the tweens who
frequent your library. Learn their names, and ask about their day, and what they learned
in school. You can even ask how they did on that test, or if they enjoyed that book you
recommended.

Community Values Youth: Young Person Perceives That Adults in the

Community Value Youth
Is your library a welcoming a place for all patrons? Do your tweens have a space where
they feel at home? Many kids who are not athletically inclined seek out other places, and
libraries often fill this void for them. Libraries can also be a safe haven from a volatile
homelife, or just offer refuge from a loud household.

Adult Role Models: Parent(s) and Other Adults Model Positive,

Responsible Behavior
Make sure that your tweens see you providing good customer service and that you are
friendly and helpful to everyone you encounter. Tweens who admire you will model your
good behavior, and learn effective strategies for dealing with not-so-pleasant people.

Youth Programs: Young Person Spends Three or More Hours Per Week
in Sports, Clubs, or Organizations at School and/or in the Community
Providing quality, age-appropriate programming and volunteer opportunities is a funda-
mental service that can help tweens find new interests and a positive sense of self. They
may also find a possible future career from that coding class or cooking workshop, so be
sure to add books that relate to your programs.

Reading for Pleasure: Young Person Reads for Pleasure Three or More
Hours Per Week
This is what librarians do! Talk with your tweens to see what they are reading; some of
the best recommendations come directly from them. You can create displays, booklists,
and talk about what is new in your collection. Do you ever see a patron wandering around
the stacks seemingly aimlessly? Walk up and see if you can help.
As you can see, tweens are a diverse, sometimes volatile, often fun group of patrons.
Now that you know why they act the way they do, and what they need from the adults in
their lives, let’s see what they want.

8 ▲ C hapter 1
What Do Tweens Want?
“No hour in the life of a tween is the same as another hour,” says Andrew Medlar, former
president of the American Library Association’s (ALA) Association for Library Services
to Children (ALSC). “They are bridging being a kid and being a teenager . . . looking
back at the safe world of childhood and the unknown world ahead of them.”14 Tweens are
ready to move beyond the area with board books and wooden puzzles, early readers and
easy fiction, and yet they are not quite ready to hang with the “big kids,” who can seem
intimidating and may view the tweens as “babies” themselves.
They want to socialize in groups and talk with their friends, which often involves
some sort of mobile device or computer. They want to crowd around a computer playing
video games, building Minecraft worlds, and watching the latest viral YouTube video.
Provide them the opportunity to do this, and go a step further by purchasing resources
that will teach Minecraft hacks and video production. Tweens want to read the latest
movie-to-book title, learn about a superstar athlete, or read up on the latest escapades of
some internet celebrity. Be sure to purchase copies of “the next big thing” and consider
including magazines geared to tweens.
Some tweens want to be left alone; others seek out interaction with adults. Some will
try to impress authority figures, and some will see how far they can push their boundaries.
Their need for independence and freedom is growing, but they still need safe places with
trusted adults who are available but not overbearing. A tween collection and specialized
space can accomplish these goals.

Key Points
• The early adolescent years are full of massive changes, both physically and emotionally.
• This chapter offers a brief overview of the changing adolescent brain and the de-
velopmental stages of a middle schooler.
• Understanding what tweens want can help you to serve them better.
• By giving tweens a collection to call their own, a space to hang out with their
friends, and a friendly librarian with whom to interact, tweens can navigate those
awkward middle school years a bit more easily and come out prepared for the chal-
lenges of high school, all while learning to love the library and becoming lifelong
readers and learners.

Notes
1.  Emily R. Aguiló-Pérez (2017), “Tweens.” Oxford Bibliographies, July 26. http://www.oxford
bibliographies.com/view/document/obo-9780199791231/obo-9780199791231-0189.xml.
2. “Tween.”Urban Dictionary. Accessed Oct 25, 2018. https://www.urbandictionary.com/define
.php?term=tween.
3. “Tween.” Dictionary.com. Accessed Oct 25, 2018. https://www.dictionary.com/browse/tween.
4. “Tween.” Merriam-Webster. Accessed Oct 25, 2018. https://www.merriam-webster.com/
dictionary/tween.
5.  Carol Goldfus and Anit Karni-Tagger (2017), “Brain Development.” In The Encyclopedia of
Middle Grades Education, 2nd edition, ed. Steven B. Mertens, Nicki M. Caskey, and Nancy Flowers,
67–69. Charlotte, NC: Information Age Publishing.

W H O A R E “ T W E E N S” A N D W H AT D O T H E Y WA N T ? ▲ 9
   6.  Thomas Armstrong (2016), The Power of the Adolescent Brain: Strategies for Teaching Middle
and High School Students. Alexandria, VA: ASCD.
  7.  Amanda Morin (n.d.), “Developmental Milestones for Typical Middle-Schoolers.” Understood
.org. Accessed Jan 25, 2018. https://www.understood.org/en/learning-attention-issues/signs
-symptoms/developmental-milestones/developmental-milestones-for-typical-middle-schoolers.
  8.  Francine Falk-Ross (2017), “Literacy.” In The Encyclopedia of Middle Grades Education, 2nd
edition, ed. Steven B. Mertens, Nicki M. Casky, and Nancy Flowers, 238. Charlotte, NC: Infor-
mation Age Publishing.
 9. Ibid.
10. Armstrong, Power of the Adolescent Brain.
11.  Katherine Main (2017), “Social and Emotional Learning.” In The Encyclopedia of Middle
Grades Education, 2nd edition, ed. Steven B. Mertens, Nicki M. Caskey, and Nancy Flowers, 353.
Charlotte, NC: Information Age Publishing.
12.  Peter L. Benson, Peter C. Scales, Eugene C. Roehlkepartain, and Nancy Leffert (2011), A
Fragile Foundation: The State of Developmental Assets among American Youth, 2nd edition. Minneap-
olis: Search Institute.
13. Ibid.
14.  Quoted in April Witteveen (2015), “What Do Tweens Want?” School Library Journal, Oc-
tober 8, 30.

References
Aguiló-Pérez, Emily R. 2017. “Tweens.” Oxford Bibliographies, July 26. http://www.oxford
bibliographies.com/view/document/obo-9780199791231/obo-9780199791231-0189.xml.
Armstrong, Thomas. 2016. The Power of the Adolescent Brain: Strategies for Teaching Middle and High
School Students. Alexandria, VA: ASCD.
Benson, Peter L., Peter C. Scales, Eugene C. Roehlkepartain, and Nancy Leffert. 2011. A Fragile
Foundation: The State of Developmental Assets among American Youth, 2nd edition. Minneapolis:
Search Institute.
Brain Wave Instruction. 2016. “How the Mind of a Middle Schooler Works.”Teachers Pay Teachers
(blog). Accessed October 17, 2018. https://blog.teacherspayteachers.com/take-a-peek-inside
-the-mind-of-a-middle-schooler-part-1/.
Falk-Ross, Francine. 2017. “Literacy.” In The Encyclopedia of Middle Grades Education, 2nd edition,
ed. Steven B. Mertens, Nicki M. Casky, and Nancy Flowers, 238–42. Charlotte, NC: Infor-
mation Age Publishing.
Goldfus, Carol, and Anit Karni-Tagger. 2017. “Brain Development.” In The Encyclopedia of Middle
Grades Education, 2nd edition, ed. Steven B. Mertens, Nicki M. Caskey, and Nancy Flowers,
67–69. Charlotte, NC: Information Age Publishing.
Main, Katherine. 2017. “Social and Emotional Learning.” In The Encyclopedia of Middle Grades
Education, 2nd edition, ed. Steven B. Mertens, Nicki M. Caskey, and Nancy Flowers, 353–55.
Charlotte, NC: Information Age Publishing.
Morin, Amanda. (n.d.). “Developmental Milestones for Typical Middle-Schoolers.” Understood
.org. Accessed January 25, 2018. https://www.understood.org/en/learning-attention-issues
/signs-symptoms/developmental-milestones/developmental-milestones-for-typical-middle
-schoolers.
“Tween.” Dictionary.com. Accessed October 25, 2018. https://www.dictionary.com/browse/tween.
“Tween.” Merriam-Webster. Accessed October 25, 2018. https://www.merriam-webster.com
/dictionary/tween.
“Tween.” Urban Dictionary. Accessed October 25, 2018. https://www.urbandictionary.com
/define.php?term=tween.
Witteveen, April. 2015. “What Do Tweens Want?” School Library Journal, October 8, 30–32.

1 0 ▲ C hapter 1
 CHAPTER 2

Why Create a Tween

Collection?

IN THIS CHAPTER

PP A brief history of youth services

PP Rethinking the YA/Teen classification in libraries
PP Parents
PP Justification to management and stakeholders

A Brief History of Youth Services

H
ISTORICALLY, YOUTH SERVICES DEPARTMENTS provide library services to
children from birth to age eighteen. According to Fannette Thomas, librarian and
author of Children’s Services in the American Public Library: A Selected Bibliography,
there are five conditions that must be met to be successful in youth services librarianship:
(1) specialized collections, (2) specialized space, (3) specialized personnel, (4) special-
ized programs/services designed for youth, and (5) a network with other youth service
organizations and agencies.1 It is interesting to note that, while services to minors was
considered a necessary benchmark for success in public libraries, there was little research,
anecdotal or otherwise, to prove or support this theory until the 1970s and 1980s. Chil-
dren were not even welcome in libraries until the late 1800s, and if it were not for some
wonderful librarians, it may have taken even longer than that.

The Women Who Shaped Youth Services

Youth librarians, as we know them today, have always been known for promoting literacy
and encouraging and respecting a child’s right to read whatever he or she wants. The

▲ 11
 field of youth librarianship has been shaped by innovative women who were pioneers and
trendsetters in the library profession.
Margaret A. Edwards, author of The Fair Garden and the Swarm of Beasts: The Library
and the Young Adult, was the first youth librarian to really attempt to understand young
adult literature and what teens wanted in the library. She also introduced booktalks and
the book wagon.
Clara W. Hunt was superintendent of the children’s department of the Brooklyn
Free Public Library. It was there that she sought to make the children’s department a
“natural, friendly atmosphere.” She also published a book and professional articles on
boys and reading.
Anne Carroll Moore trained librarians in the “four respects”: (1) respect for children,
(2) respect for children’s literature, (3) respect for children’s libraries, (4) respect for the
children’s librarian profession. She also created children’s rooms with kid-sized furniture,
appropriate programs (the first Storytimes), and always made sure there were books for
children to read by creating a collection of non-circulating items. Finally, Moore was
influential in the publishing world, forging mutually beneficial relationships with writers
and becoming a reviewer for the Horn Book Magazine and the Bookman.
Effie L. Power opened the first children’s room in the Cleveland Public Library, and
believed that children’s opinions about the books they were reading and wanted to read
were valid. Power also taught library, literature, and storytelling courses at various colleges
and universities.
Jean Roos worked in many different facets of librarianship, as a children’s librarian, a
school librarian, a library director, and a supervisor of youth services. She thought it was
important for libraries and librarians to collaborate not only with each other but also with
other social agencies serving youth.
Frances Clarke Sayers, Anne Carroll Moore’s successor, believed in high-quality,
imaginative children’s literature. She also valued the experiences of children and thought
that those experiences were just as important as those of adults. Like her predecessor,
Sayers took collection development seriously, and believed in the power of literature.2
It is important to remember these women and the work that they performed. Youth
services in libraries might look a lot different today without these “foremothers.”

Youth Services in Libraries

It was not until 1876 that children were encouraged to visit public libraries. There was
concern that children would develop a “taste for light reading—dime novels” rather than
“fine, uplifting literature.”3 Because of this growing fear, librarians were given the task of
“reach[ing] children early in their lives in order to influence the kind of adults they would
become.” The “Era of the Child” began at this time, and the social, physical, emotional,
and educational needs of children became topics of discussion. This led to the first chil-
dren’s spaces (the Pratt Institute in Brooklyn and the Providence Public Library in Rhode
Island), and by 1896, over one dozen libraries in the United States reported serving youth
in some way.4
The rise in specialized service to children and young adults helped to promote and
shape the children’s publishing industry and, in turn, gave librarians better choices to
make when selecting books for their new children’s collections. Before this, libraries
highly censored books for children, only allowing them to read “those books which
stimulated mental growth” or books that had “something positively good about them.”

1 2 ▲ C hapter 2
 These criteria left kids with a selection of art books with pretty pictures that were often
“hidden” in the adult collections. Luckily, Anne Carroll Moore and Clara S. Hunt, the
first true advocates for quality children’s literature, began compiling booklists, and Moore
formed relationships with publishers and children’s book authors such as Beatrix Potter
and Walter de la Mare. Moore also began writing articles about best practices for youth
librarianship and the needs of American youth. In the ten years from 1890 to 1900, there
was a huge increase in the number of reading rooms and circulation desks for children,
along with an increase in hiring trained children’s librarians, specialized collection devel-
opment, and an overall attitude shift in library services for youth.5
The first teen reading room was created by the Cleveland Public Library in 1925 after
librarians there discovered that their adolescent patrons were being displaced—too old
for the children’s room, too young for the adult collections.
With the invention of the television set and other technology, the idea that reading
was no longer cool emerged. In 1958, National Library Week was created to help debunk
this myth. Schools and libraries began to foster relationships in an effort to meet the
needs of all students and keep up with technology. Federal and state grants also became
available, although they primarily focused on school libraries. “Unique user groups” were
also being recognized as librarians started to pay attention to demographics, economics,
social changes, and community. Differences in cultures and races were not only recog-
nized, but also celebrated in an attempt to include those groups who up to this point had
been excluded.6

History Repeating Itself?

Libraries and librarians continue to try and keep up with technology, changing social
and political climates, trends in quality children’s and teen literature, all while protecting
youths’ right to intellectual freedom, and fighting censorship. It is important to be aware
of the history of youth services, as it will help you to see how far librarians and libraries
have come in the world of youth services. Furthermore, this history shows you that, like
most things, it takes only a few cutting-edge, inventive, and determined people to make
meaningful change. Think about that as you make plans for your tween collection.

It’s Time to Rethink the YA/Teen Classification in Libraries

Children’s and teen librarians have successfully fought for teens to have their own place
in public libraries. They train other staff, defend teens to management, and advocate for
them in a variety of ways. Unfortunately, young adult (YA) or teen, in the library world,
is classified as those ages eleven to seventeen, or in sixth through twelfth grade. As any-
one who has worked with adolescents can tell you, this is an amazingly large age range.
For example, a sixth grader may still be interested in cartoons, while an eleventh grader
is concerned about colleges and careers. Historically, this made sense. In the nineteenth
century, children became “young men” or “young people” at the ripe old age of twelve,
mainly because children began working to help support their families. Many were forced
to work in factories, and education took a backseat to earning a living. Were libraries
simply looking at what was socially acceptable at the time?
Most middle schoolers are not prepared or emotionally mature enough for the issues
that are often present in teen literature (romance and sexual situations, violence, social

W H Y C R E AT E A T W E E N CO L L E C T I O N ? ▲ 13
 activism). Furthermore, teen fiction continues to push the limits and becomes edgier
every year. Tweens are truly stuck in the middle, or be“tween” childlike behavior and
wanting independence and autonomy. From enjoying family time with younger siblings
and begging for social time with friends, tweens are trying to navigate the often-rocky
waters of middle school. A good tween collection will address all of these issues and
bridge the gap between childhood and the teenage years, without including content for
which readers may not be prepared. It also provides the opportunity to add books with
slightly more mature content that are age appropriate.
Over the past decade or so, tween spaces have been gaining awareness and popu-
larity. Some will argue that no one is asking for this type of collection, but that may be
because your patrons do not know that this type of collection exists. Lack of knowledge
does not equal lack of interest. Furthermore, some librarians are concerned that creating
tween collections will pigeonhole readers and confuse patrons, but the libraries that have
specialized tween collections see the benefits. Tweens feel included and special; parents
are appreciative.

Parents
Let’s face it, parents are often our hardest customers to please. How many times have we
heard that graphic novels are not “real” books, and “I don’t want my child reading that,”
usually in reference to an extremely popular book. This problem is exacerbated when their
new sixth grader walks into the teen section and picks up Thirteen Reasons Why or The
Hate U Give or whatever the newest controversial title is. The parents only see the mature
titles, while the age-appropriate tween titles get lost and overlooked, and the sixth grader
is stuck going back to the “baby” section. This, rather than being empowering, takes away
any reading ownership from the tween. Of course, this is not to say that some middle
schoolers cannot handle those titles; it simply means that they contain more mature con-
tent, and were written for older readers.
You can have a wonderful, diverse teen collection, filled with award winners, popular
paperbacks, modern classics, and the latest book-to-movie titles, but if one middle schooler
picks up a book that his or her caregiver finds inappropriate or “trashy,” that patron may be
forbidden from browsing the teen collection and finding the hidden gems that would be
visible in a tween collection. Now, granted, all collections are for all patrons, and as public
librarians and school media specialists, we support their freedom to read. However, it is
difficult to create a community of lifelong readers and future library supporters if parents
are restricting entire sections of the library because they are for “older kids.” Plus, it is hard
for parents to see the wide variety of novels in the teen section when they see books with
violence, sex, and frequent cuss words. In some cases, it is the parent who is not ready for
the subject matter, but you have to remember that this transition is hard on the parents as
well, and they believe that they are acting in the best interest of their child.
A tween collection addresses this issue by opening tweens up to literature appropriate
for them, and calms the parents’ fear that their child is reading heavy subject matter too
fast and too soon. This does not mean that a tween collection does not include books with
uncomfortable subject matter and storylines; it simply means that these are presented in a
way that is appropriate for this age group. Parents and librarians have to search their own
personal history and remember what a turbulent time middle school can be. Mean girls,
bullying, homework, hormones, relationships, and teachers can put an enormous amount

1 4 ▲ C hapter 2
 of stress on kids, and this does not even account for what may be happening at home. A
well-rounded tween collection can help a child through all of the stress and awkwardness.
Conversely, sometimes the only thing a tween collection needs to provide is escapism.

Not Exclusive
Like all collections in public libraries, tween collections are not exclusive to middle
schoolers. A mature third or fourth grader with a higher reading level and progressive
parents may find exactly what they are looking for. A teen who does not want all of the
“issue” novels, or sexual situations, or swearing, may find that a tween collection is in their
comfort zone as well.
While not exclusive, the mere fact that a tween space exists in a library can make
a patron feel welcome. Kids this age are caught between wanting all the comforts and
security of home and yet doing everything they can to find their independence. This is an
age where book lovers may move away from the written word because the juvenile books
are too young and the teen books are too much. Just the presence of a tween collection
could make an entire group of patrons feel welcome and at home in the library.
One of the main concerns in creating a tween collection is the implied limits it places
on readers. A tween collection will not marginalize readers; it will empower them. Librar-
ies are full of wonderful librarians who can match the right book to the right reader, but
we all know that not all patrons, especially middle schoolers, will ask for help. Having the
separate spaces and collections—juvenile, tween, and teen—encourages readers to browse
and learn the library for themselves.
Furthermore, a tween collection is needed for the same reason that libraries have
a picture book section, an early reader section, an early fiction section, a juvenile
section, and a teen section. For years, librarians have recognized the need to provide
age-appropriate and developmentally appropriate materials in specific areas. Lumping
middle schoolers in with high schoolers does them a disservice, similar to the disser-
vice teens were facing before the Cleveland Public Library created the first teen space.

The Freedom to Read

As information professionals, one of the fundamental principles of our profession is the
protection of an individual’s right to read. This is especially important when dealing with
youth of all ages. What better way to encourage reading than to create a space for tweens
themselves? Research has shown that one factor in creating lifelong readers is to let chil-
dren choose their own reading material. Youth, like adults, want to read about things that
interest them. They may also want to learn something new, escape their reality, or find
themselves in a book. As Josh Westbrook said, “Kids are living stories every day that we
wouldn’t let them read.” Being (and dealing with) a tween is not for the faint of heart.
Who knows, a young reader may find some bibliotherapy in that well-stocked, diverse
tween collection.

Justification to Management and Stakeholders

You want a tween collection; now you just need to convince your management and other
stakeholders. While it might seem like this is going to be a tough sell, there are some things

W H Y C R E AT E A T W E E N CO L L E C T I O N ? ▲ 15
 that will make it easier. Creating a tween collection will take time, effort, and a reimagined
space, but it will not cost much money. You are already purchasing tween books—they are
just not labeled as tween yet. The budgets will have to divided up differently (a little from
juvenile, a little from teen), but there will be little, if any, extra expenditures.
Another concern might be: Who buys what? If you don’t have a tween librarian, and
in all likelihood you do not, how will you decide who buys the tween items? There are a
few ways to do this. The children’s and teen librarians can both purchase what they want
and then sort it out when the items are received. This is not optimal, and will result in
duplication, which may already be a problem. It would be best for the youth and teen
librarian to communicate about what they would like to purchase or what their strengths
are. One may prefer mysteries and realistic fiction, while the other may love science
fiction and fantasy. The teen librarian may be happy to continue buying everything and
separating it, or she may want to hand over some of the buying responsibilities to the
youth librarian. The biggest thing here is communication and working together to make
the tween collection cohesive and diverse.
You may be wondering what the patrons will say, and you can confidently go to
your management and tell them that patrons will love it. Libraries report the following
patron responses:

Middle school patrons and parents have really appreciated that they now know exactly
where to go as their first stop in finding something to read. We still get some people who
don’t know it exists, and they are excited when we show it to them. The response has been
overwhelmingly positive. (Geneva Public Library)

The library has received positive feedback from patrons regarding the tween collection.
Patrons, especially parents, often mention that having tween books separate from the
youth and teen collections makes it easier for them to find age-appropriate books for
their children. (Novi Public Library)

The patrons immediately loved it and still do. (Loutit District Library)

The patrons love it, and the younger kids have shown enthusiasm at having all their books
in four rows of shelving, as opposed to mixed into about sixteen rows (like it was before).
(Commerce Township Library)

While it is understandable to think that one more collection could be confusing to

patrons, the opposite actually happens. The tweens and their parents are no longer over-
whelmed by the vastness of the teen or juvenile collections, where it can seem like finding
the right book is a lot like searching for a needle in a haystack. As an added bonus, having
a tween collection will prevent items being located in both the juvenile and teen sections,
which is confusing, and happens when you have both juvenile and teen librarians making
purchasing decisions without communicating.

Key Points
• Librarians have a long history of providing comprehensive service to children and
young adults.
• As literature for youth continues to evolve and explore once-forbidden topics,
youth librarians can be faced with difficult purchasing decisions.

1 6 ▲ C hapter 2
 • Acknowledging that the typical YA classification in libraries is extremely broad,
and that not all middle schoolers are ready for certain topics, is an important first
step in creating and explaining your tween collection to parents, management, and
other stakeholders.
• Using the brief history of youth services and armed with the anecdotal evidence
provided in this chapter, even the toughest holdout can be shown the benefits of,
and need for, a tween collection.

Notes
1.  Christine A. Jenkins (2000), “The History of Youth Services Librarianship: A Review of the
Research Literature.” Libraries and Culture 35, no. 1, 103–40.
2.  TES (n.d.), “Youth Services Librarianship.” Accessed April 15, 2018. https://youthservices
librarianship.wikispaces.com/History+and+Traditions+of+Youth+Services+Librarianship.
3. Ibid.
4. Ibid.
5. Ibid.
6. Ibid.

References
Jenkins, Christine A. 2000. “The History of Youth Services Librarianship: A Review of the Re-
search Literature.” Libraries and Culture 35, no. 1: 103–40.
TES. (n.d.). “Youth Services Librarianship.” Accessed April 15, 2018. https://youthservices
librarianship.wikispaces.com/History+and+Traditions+of+Youth+Services+Librarianship.

W H Y C R E AT E A T W E E N CO L L E C T I O N ? ▲ 17
 CHAPTER 3

What Is Tween
Literature?

IN THIS CHAPTER

PP Characters and storylines in tween literature

PP What do tweens want to read?
PP The tween publishing market
PP Resources
PP Specific formats

T
WEEN LITERATURE IS ONE OF THOSE THINGS that librarians will know when they
see it, but discerning which books make up this somewhat new classification can be
challenging. In fact, the hardest thing about creating a tween collection may be figur-
ing out what defines tween literature. There are varying opinions about what makes a book
a tween book rather than a juvenile or teen title. One librarian in particular thinks that first
loves and first kisses are okay, but only if the romance is a “typical” heterosexual relationship,
and violence should only consist of “blood, no guts.” However, as was shown in chapter 1,
middle school is when kids begin to explore their sexuality and feelings of love and attraction,
regardless of gender. Furthermore, for some tweens, violence is a way of life and they have
seen more “guts” than we can imagine. Many tween novels have “coming of age” storylines,
but some just tell stories about kids doing everyday kid things. Some deal with magic and
mystical forces, others about family and school. This is the age where mysteries change from
a lost hamster and missing lunch money to an actual homicide and killers on the run, and
uncomfortable situations and topics may emerge, such as sexual abuse, bullying, and suicide.

Characters and Storylines in Tween Literature

The first thing to notice about characters in these novels is their age. Typically, tween
novels have characters who are in middle school, roughly ages ten through fourteen. This

▲ 19
 is not a hard-and-fast rule; some books with high school–age characters, like Confusion
Is Nothing New by Paul Acampora, may be more beneficial in the tween collection, while
some books with middle school characters continue to work well in the juvenile collec-
tion; think James Patterson’s Middle School series, or Jeff Kinney’s Diary of a Wimpy
Kid series. And there are series like the Harry Potter books by J. K. Rowling and Phyllis
Reynolds Naylor’s Alice series, in which the early books are perfectly acceptable in juve-
nile and then, as the series progresses, the characters age and mature and the later books
become more appropriate for tween or even teen readers.
The next thing to look at is the storyline. What happens to the characters in the
story? Do they go on a parent-free adventure? Do they deal with bullying or discrimina-
tion? Are they abused or neglected? Language? What is their family life like? Is someone
pregnant at a young age or out of wedlock? Are there substance abuse problems, or men-
tal health issues? Does someone die? If so, is it tragic and/or unexpected? In some cases,
it’s the concept that makes it appropriate for tweens. Books with dystopian societies or
those dealing with social justice (or injustice) may belong in tween.
Typically, tween novels begin to deal with “heavier” issues. The Summer of Owen Todd
by Tony Abbott is an excellent novel that deals with same-gender sexual abuse of a boy
entering middle school by his male babysitter. The Fall by James Preller is the story of a
girl’s suicide, written from the perspective of one of the bullies. Both of these novels deal
with big issues, but are written in such a way that they are sensitive and age-appropriate
for tween collections, and there is a good chance that both would end up getting lost in
a juvenile or teen collection.
While mysteries in tween novels can still contain missing pets, jewelry, and artwork,
they can also graduate to actual murder mysteries. The Scandalous Sisterhood of Prickwil-
low Place by Julia Berry is a humorous story about seven Victorian boarding school girls
who try to hide and solve the murder of their headmistress. In John Feinstein’s Steve
and Susan Carol sports mysteries series, the main characters try to solve mysteries sur-
rounding some of the biggest U.S. sporting events, including a plot that revolves around
a talented player being blackmailed into throwing the NCAA final basketball game.
Generally, coming of age, sexual identity, and gender questioning begin to appear
in tween novels. This can make parents and other grown-ups uncomfortable, but for
young patrons trying to figure out who they are, these novels can be a lifesaver. By the
time children reach early adolescence, they may already have been questioning or even
living a different gender than the one they were assigned at birth, for a number of
years. It is important to avoid unintentionally censoring materials, and putting books
in inappropriate places is a mild form of censorship. For example, putting Alex Gino’s
book George, which is about a fourth-grade biological male wanting to live as a female,
in the teen section because of the subject matter, is a passive form of censorship. There
is always the possibility of challenges, but there is also the possibility of literally saving
someone’s life. There will be more discussion on censorship and controversial titles in
chapter 7.
Finally, language in tween books is typically rather tame, with cussing alluded to
rather than stated, but it can push the envelope. In a world where “stupid” can be con-
sidered a “bad word,” phrases like “that sucks,” “pissed off,” and “my mom’s gonna kill
me” can be troublesome—yet they are all perfectly acceptable in the world of a middle
schooler. You do want to stay away from the BIG ones, but you already knew that.

2 0 ▲ C hapter 3
What Do Tweens Want to Read?
According to C. Robert Carlsen, Ken Donelson, Aileen Pace Nilsen, and Margaret Early,1
there are five reading stages for tweens.

1. Unconscious Delight: This is the time in tweens’ reading lives when the real world
drops away and readers become lost in a book. It is wonderful to become so fo-
cused in the story that hours pass in the span of what feels like a few minutes.
When you see kids reading during recess, outside at the park among a flurry of
activity, or reading while walking, they are experiencing unconscious delight.
2. Reading Autobiographically: Tweens want to meet characters who share some of
the same characteristics of their own lives. They want to see someone like them
who is experiencing the same feelings and situations that they are, and they want
characters who look like them. This is why diverse and sometimes controversial
collections are so important. A tween who just lost a favorite uncle to suicide or
a boy who is sure she is a girl, or a reader experiencing obsessive-compulsive dis-
order (OCD) and/or anxiety, may find solace somewhere in the tween collection.
3. Vicarious Experience: Sometimes tweens want to read about people and experi-
ences NOT like their own. They want to explore other cultures, other places, and
other times. Reading vicariously helps to break down barriers and encourages the
reader to understand the experiences of others. Remember, this is the stage in
adolescent development when the focus is on “me” but tweens are beginning to
see things from another person’s perspective. Reading about others can aid in their
cognitive development and teach them that there are many types of people in the
world. It can also open the door to meaningful discussions. Sports enthusiasts may
want to go on a space exploration adventure, an all-American girl may enjoy a
story about what life was like for teenage girls in Victorian England or during the
Salem witch trials, and a tween from an extremely conservative family may want
to read a novel with characters who have a different ideology than the people who
usually surround him.
4. Philosophical Speculation: Sometimes tweens read to wrestle with the larger
questions of life. Who am I? Why am I the way that I am? What am I supposed to
do with my life? What do I want to be when I grow up? Within the safe confines
of a book, tweens can ask and attempt to answer these questions. Maybe a book
about social activism will pique their interest, or reading about bullies and negative
people will help them to learn compassion and understanding and, in turn, inspire
them to find ways to make the world a better place.
5. Aesthetic Experience: We read for the sheer beauty and pleasure that reading
can bring. Books read for aesthetic experiences also contain passages, characters,
scenes, and sentences that makes us pause as readers, usually because we connect
with the books in some specific way. Tweens will find favorite characters in these
books and may even re-read them. We as adults know this feeling well.2

Tweens who read through all these stages are more likely to become lifelong readers.
Almost everything that librarians do will help tweens (and other young readers) become
successful, literate people. An understanding of the publishing market and resources can
help librarians make informed decisions on which items will be appropriate for their
tween collections.

W H AT I S T W E E N L I T E R AT U R E ? ▲ 21
 The Tween Publishing Market
As discussed earlier, marketing to tweens is nothing new, but the ambiguity of the term
tween can be troublesome when trying to use publisher recommendations to select mate-
rials to include in your tween collection. Interestingly, most publishers don’t care for the
term tween either. Jodi Evert, an editorial director at Pleasant Company, has a valid point:
“From the letters we receive and the time we spend with girls, it’s our view that girls aren’t
ever ‘between’ girlhood and adolescence. They’re in one or the other depending on the
day (or the hour!). For us, it makes more sense to discuss reading in terms of ‘mindset.’ A
younger girl wants more fantasy; an older girl wants to find out who she is. It’s not about
the ‘tween market’ for us, it’s about serving the needs of individual girls. ‘Older girl’ is
probably the closest we come to what is generally called ‘tween.’”3 While Evert speaks of
tweens as gender specific, the idea of treating this age group like a “mindset” is intriguing
because it changes the perception of what a tween “should” be and “should” look like, and
forces us to look at all the variables that affect adolescents and all the factors that make
them the way that they are. It also helps us to understand that the same polite tween who
was in the library last week may come in today with a huge attitude.
The publishing market for tweens is extremely vague for a variety of reasons, includ-
ing the fact that no one can definitively define the term. (Remember, for the purpose of
this book, tween is defined as “middle school”). As librarians read through their trusted
Booklist, Kirkus, and School Library Journal, or sort through their Baker & Taylor and
Ingram emails, most of the advertisements are for “middle grade,” which is not the same
as middle school or tween. Middle grade generally covers grades 3–6, while middle
school covers grades 5–8, and in publishing there is (no longer) a higher middle grade
category, which once covered ages ten through fourteen, and would essentially be the
tween books for which we are looking.
This age group is reading independently, acquiring their own tastes, and are being
assigned a certain amount of required reading, which may encourage them (or require
them) to read outside of their comfort zone. Also, they are able to spend their own money
(allowances and gifts) on things that they want, and some of them want to buy books.
Finally, summer reading lists and library summer reading programs have an influence
over tween book-buying habits.4
Harry Potter, like the Goosebumps series before him, can be given a lot of credit
for getting tweens to read. As Debra Dorfman, president and publisher of Grosset &
Dunlap, said, “I think it’s harder and harder to really make something work to a Goose-
bumps extreme. But Harry Potter brought that back; kids are ready for that again. A
good series always has kids anticipating the next book.”5 This continues to be true as
tweens devour the Ranger Apprentice, Dork Diaries, and Percy Jackson series. In addi-
tion, adult authors like Carl Hiaasen, John Grisham, and James Patterson are crashing
the tween market. Parents who are fans of these authors will often buy (and sometimes
read) their books written for children.
Another influence on the tween publishing market is popular television series and
movies: “Publishers who are part of a larger media conglomerate often have the ad-
vantage of corporate synergy, allowing them to tie book projects with feature films and
television programming under the same umbrella. Disney (the Disney Channel, ABC),
HarperCollins (Fox TV, Twentieth Century Fox) and S&S (Nickelodeon, Paramount)
are but a few examples.”6 Popular book series that were born of this synergy include the
Descendants and Disney Villains.

2 2 ▲ C hapter 3
 Graphic novels continue to gain popularity. As the Marvel Universe and DC Com-
ics produce more and more movie magic, they also publish comics that tweens want to
read. In addition, graphic novels are no longer just for superheroes; titles like Lumber
Janes, Roller Girl, and Smile are filled with situations that tweens enjoy, without a super-
hero in sight.

Resources You Can Use

It can be hard to see the forest for the trees as you wade through the plethora of books
published for kids every year. The easier, and most logical, thing to do is to begin with
the resources you have.

You
You are the most important and valuable resource that your young patrons have. You
know your community, its standards, and its needs. If you are new to your position, learn
these things. Talk to the tweens, learn the kids’ names, and ask about their day. The same
goes for the parents. You can also talk with staff who may have more institutional history
and knowledge. Learn the demographics of your community. How many middle schools?
How many students? What is the racial makeup? The median income? What do kids do
for fun? How many recreational activities are available to them? Is the community more
liberal or conservative? This is actually extremely helpful to know and, while it shouldn’t
discourage you from purchasing certain materials, it may help in the event of challenge,
and it will certainly boost your circulation.
You are a reader and a literature expert. While it is impossible for librarians to read
everything in the collection, it is important to make time to read some of the tween books
in your collection, especially the “issue” books and books that are out of YOUR comfort
zone. This allows you to not only become familiar with these titles, but also gives you the
knowledge that you will need when creating booklists and offering Reader’s Advisory.

Other Librarians
Librarians, by nature, are helpful. Ask your fellow youth librarians what they recom-
mend when it comes to bibliotherapeutic titles. Joining listservs and social media groups,
attending meetings and conferences, and reading articles written by experts can sub-
stantially increase your knowledge base when it comes to literature. Also, professional
organizations like the American Library Association and state organizations compile
resources for members and nonmembers alike. Finally, look for online discussions about
tween collections and why libraries have created them.

Vendors
Vendors can be a great source of information, and can help you stay current. With so
many books for kids from birth to age eighteen published every year, it can be easy to miss
something great. Those annoying emails from your vendor may contain a hidden gem,
so don’t be too hasty with the delete button. Vendors may also compile subject-specific
booklists and forthcoming titles that many librarians find useful.

W H AT I S T W E E N L I T E R AT U R E ? ▲ 23
Reviews
Because it is impossible for librarians to read every book they may want to purchase,
they rely on reviews written by others in the field. These can be invaluable when you are
planning a Summer Reading program, answering reference questions, cleaning up messes,
and still need to place a book order to keep the collection current and relevant. Major
sources of reviews include Booklist, Horn Book, School Library Journal, Kirkus, Publishers
Weekly, and VOYA. Luckily, many vendors now include reviews on their websites, which is
nice because they are all in one place. There will be more discussion of review publications
in chapter 5.

NoveList K-8 Plus

NoveList K-8 Plus is an invaluable online resource owned and licensed by EBSCO. In
addition to reviews from Booklist, Kirkus, School Library Journal, and Publishers Weekly, it
allows libraries to link to their libraries’ catalogs, and provides booklists, Common Core
materials, and curriculum helpers.

Specific Formats and Genres

Bibliotherapy (or Why We Need “Problem Novels”)
Adolescents today are dealing with a myriad of problems that are somewhat different
than middle schoolers faced in the past. They are being pushed to succeed at a higher
level, they may be facing changing family dynamics, their schools may be the site of un-
speakable violence, they may be depressed, anxious, worried, or suicidal. They may have
a trusted adult who will listen to and try to understand them, but many times, they do
not. This is where librarians can help. By selecting books that deal with real issues, librar-
ies can be a source of comfort and support to middle schoolers who are dealing with a
mental health issue, or a family member’s substance abuse problem, or a friend’s suicidal
thoughts. The trick here is to find age-appropriate, sensitive novels.

Alcoholism (in a family member, not the main character)

While unfortunate, it is necessary to put titles in the collection that contain stories about
families dealing with alcoholism. This is a real, often secret problem for which a book will
not necessarily be requested, but is needed and will be appreciated when found.

Title: Moon Pie by Simon Mason

NoveList description: Eleven-year-old Martha tries to keep her family together after
her mother’s death as her father struggles with alcoholism.7
Evaluation: This title is a true “issue” book. Not only does tween Martha have to deal
with her grief over the sudden death of her mother, she must also take on the house-
hold responsibilities of cooking, cleaning, and looking after her younger brother while
her father struggles with alcoholism. Confusion and uncertainty surround Martha’s
once-stable life as she learns to deal with big adult issues.

2 4 ▲ C hapter 3
 Title: Tall Tales by Karen Day
NoveList description: Sixth-grader Meg Summers and her family move to a new
state every few years as her alcoholic father tries to get a fresh start, but when they
land in Indiana and Meg finally makes a real friend and begins to talk about her
family’s problems, they all find the strength to try to change their destiny.8
Evaluation: Not only does this novel feature an alcoholic parent, but it also has physi-
cal abuse, unemployment (both parents), and a main character who lies in an attempt
to find friendship and to hide the truth about her family. The realistic portrayal of
a middle schooler living with an alcoholic parent makes this problem novel a good
choice for tween collections.

Title: The Education of Ivy Blake by Ellen Airgood

NoveList description: When eleven-year-old Ivy Blake leaves the nice farm family
with whom she has been living in upstate New York and moves back in with her
mother, she is finally forced to face up to the fact that her alcoholic, dysfunctional
parent will never be able to provide her with a stable home—and if she wants to
achieve her dreams, she is going to have to take charge of her own future.9
Evaluation: This title focuses on an alcoholic mother who is reunited with her tween,
but is still unable to provide for her in an appropriate manner. Ivy must deal with the
shame and disappointment while hiding the fact that her situation is less than ideal.
This title will fit nicely in most tween collections.

Anxiety
Mental health issues are beginning to lose some of their stigma as awareness is slowly
increasing. While many adults still do not understand that youth are under stress (what
do they have to be stressed about?), librarians and other professionals who work with
children and teens know that anxiety, depression, and other mental health problems are
common among kids, especially those in early adolescence (tweens).

Title: All the Things That Could Go Wrong by Stewart Foster

NoveList description: There are two sides to every story. Dan is angry. Nothing has
been the same since his big brother left, and he’s taking it out on the nearest and
weakest target: Alex. Alex is struggling. His severe OCD makes it hard for him to
leave the house, especially when Dan and his gang are waiting for him at school . . .
Then the boys’ mums arrange for them to meet up and finish building the raft that
Dan started with his brother. Two enemies stuck together for the whole of the school
holidays—what could possibly go wrong?10
Evaluation: Social phobias, OCD, and bullying make this read a thought-provoking
must-have for tween collections. The alternating perspectives only help to inspire
empathy because readers will see the events from each person’s point of view.

Title: The Science of Breakable Things by Tae Keller

NoveList description: Middle schooler Natalie’s year-long assignment to answer a
question using the scientific process leads to truths about her mother’s depression
and her own cultural identity.11

W H AT I S T W E E N L I T E R AT U R E ? ▲ 25
 Evaluation: It is a fact that mental illness affects not only people with a diagnosis,
but also those around them, especially those sharing the same household. This can
be extremely troublesome for a tween who is going through developmental changes,
learning a sense of self, and who desperately wants her mom to feel better. Although
it may be recommended for readers as young as fourth graders, this is a solid middle
school selection.

Title: Lights, Camera, Disaster by Erin Dionne

NoveList description: Eighth grader Hester Greene suffers from attention-deficit
hyperactivity disorder, along with anxiety, which is why she loves making movies
where she is behind the camera and in complete control of the action—but if she
cannot improve her language arts grade, she will not be allowed to enter her video in
The Hoot (a showcase of student work) and write a satisfactory ending to her middle
school career.12
Evaluation: This is the story of a middle schooler struggling with an invisible disabil-
ity and finding a unique way to control it. While things are not easy, as they seldom
are in eighth grade, with the help of her friends, family, and a few compassionate
teachers, she is able to muddle through.

Gender Identity
In recent years, the subject of gender identity has become more open, and although there
is still a lot to learn in terms of understanding and acceptance, it is becoming a more
accepted topic of conversation and subject area for children’s literature.

Title: The Pants Project by Cat Clarke

NoveList description: Eleven-year-old Liv fights to change the middle school dress
code requiring girls to wear a skirt and, along the way, finds the courage to tell his
moms he is meant to be a boy.13
Evaluation: Although this title may be appropriate for younger readers, the age of
the main character and the storyline (elementary school children seldom attempt to
change school policy) lends itself to placement in a tween collection.

Title: The Other Boy by M. G. Hennessey

NoveList description: Ever since twelve-year-old Shane moved to a new town, he has
been concealing the fact he was born a girl, but when one of his classmates learns he
is transgender, Shane must deal with the reactions of his entire community.14
Evaluation: Shane is already living his life as boy and has been for three years, and
now, at the age of twelve, he is old enough to begin hormone therapy to prevent the
onset of female puberty. This is a full-fledged, confident, transitioning main character
who deals with all of the same things that other middle schoolers deal with: crushes,
a disapproving parent, and a school bully. An excellent tween addition.

Title: Gracefully Grayson by Ami Polonsky

NoveList description: Grayson, a transgender twelve-year-old, learns to accept her
true identity and share it with the world.15

2 6 ▲ C hapter 3
 Evaluation: Published in 2014, this was one of the first mainstream children’s books
with a storyline about a transgender tween. Emotional and honest, and probably
already in your collection.

Child Abuse
Some tweens live with secrets that most grown-ups could not handle. When a child is in
or is witness to an abusive relationship, it may manifest in a variety of ways: withdrawal,
depression, anger. If they feel unable to ask for help, reading novels with characters in the
same situation may help them to see that they are not alone and give them the courage
to speak to someone about what is happening to them.

Title: You Can’t See the Elephants by Susan Kreller

NoveList description: When she suspects that her young neighbors are being abused
by their father, one brave girl takes a stand to protect them.16
Evaluation: Imagine how hard it is to say something about suspected abuse and then,
when you do, nobody believes you. That is the plot in this tween novel featuring an
incredibly brave main character and adult characters whose main objective is to ig-
nore what is happening right in front of them. This title not only belongs in tween
collections, but would also make an excellent book discussion group title.

Title: Dream of Night by Heather Henson

NoveList description: Told from their different points of view, twelve-year-old Shi-
loh, a troubled foster child; Dream of Night, an abused former racehorse; and Jess, a
woman who cares for both, find healing by helping one another through their pain.17
Evaluation: The story begins after Shiloh has been removed from the abusive situa-
tion, but the wounds are still open. The relationship between Shiloh and Dream of
Night is unique and adds interesting depth to the story, especially the chapters from
the horse’s perspective. This novel is excellent for reluctant readers, lovers of horses,
and anyone who likes hopeful endings.

Title: Call Me Hope by Gretchen Olson

NoveList description: In Oregon, eleven-year-old Hope begins coping with her
mother’s verbal abuse by devising survival strategies for herself based on a history unit
about the Holocaust. Meanwhile, she works toward buying a pair of purple hiking
boots by helping at a secondhand shop.18
Evaluation: This book focuses on verbal rather than physical abuse, and shows that
words can indeed hurt you. However, the book is hopeful and includes tips for sur-
vival written by Hope in the final chapter.

Novels in Verse
Novels in verse are great for reluctant and struggling readers. Because the chapters are
short and there are fewer words on the page than in a traditional novel, the reader feels
a sense of accomplishment because they can read more in one sitting. In addition, novels

W H AT I S T W E E N L I T E R AT U R E ? ▲ 27
 in verse help to increase comprehension and fluency. In her discussions with readers,
teachers, and librarians, Terry Farish, author of The Good Braider, found that they think
of novels in the following ways:

The verses are like tweets, a short form that our brains are adapting to.

The story is told in images, and it’s like you’re seeing frames in a movie.

The length of the lines of the verses shaped the strands of a braid.

The lines made me read slowly.

The lines made me race.

Farish also believes that novels written in poetry can help to close the gap between cul-
tural differences.19
Let’s take a look at some novels in verse that should be considered for inclusion in
most tween collections.

Title: Serafina’s Promise: A Novel in Verse by Ann E. Burg

NoveList description: In a poor village outside of Port-au-Prince, Haiti, Serafina
works hard to help her family, but dreams of going to school and becoming a doc-
tor—then the earthquake hits, and Serafina must summon all her courage to find her
father and still get medicine for her sick baby brother as she promised.20
Evaluation: This is exactly the type of novel Farish refers to: a novel that discusses
situations in another country complete with tragedies and the universal feelings and
ambitions of a tween girl.

Title: The Crossover by Kwame Alexander

NoveList description: Fourteen-year-old twin basketball stars Josh and Jordan
wrestle with highs and lows on and off the court as their father ignores his declin-
ing health.21
Evaluation: For some kids, participation in sports can help them focus, learn about
healthy competition, and give them a sense of inclusion, especially in middle school,
when that can be hard to come by. It can also help them when things like a parent’s
failing health upset their once-stable home life. This book is for those readers.

Title: The Lightning Dreamer: Cuba’s Greatest Abolitionist by Margarita Engle

NoveList description: In free verse, the book evokes the voice of Gertrudis Gomez de
Avellaneda, a book-loving writer, feminist, and abolitionist who courageously fought
injustice in nineteenth-century Cuba. Includes historical notes, excerpts from her
writings, biographical information, and source notes.22
Evaluation: Historical novels and novels in verse seem to go hand in hand. What
makes this novel intriguing is the fact that it is based on the real life of an important
Cuban historical figure. This book will not only find a place in tween readership, but
may also pique an interest in history.

2 8 ▲ C hapter 3
Graphic Novels
Comic books have a long and fascinating history. While they were popular in the 1940s
and 1950s, they took a major hit when Frederic Wertham, psychiatrist and author of
Seduction of the Innocent (an anti-comics work), and other critics began insisting that
comics “led children to violence, crime, and sexual deviance.”23 This lead to the Comics
Code, which prohibited the use of violence, sex, and disrespect for authority, meaning
that wholesale publishers would not accept any work that did not have the Comics Code
Seal of Approval.
Luckily, in the 1970s, comic book stores began to appear, and because their busi-
ness model allowed them to buy from vendors other than wholesale publishers, they
were able to skirt around the Comics Code. Furthermore, all of the readers who began
reading comics as children were adults now, and they wanted more grown-up material.
The 1990s and 2000s saw the introduction of manga, which change the publishing for-
mat from magazine-like to novel-like. According to JuYoun Lee, deputy publisher and
editor-in-chief of Yen Press, “Not only has manga shown that comics is a medium—not
a genre—capable of telling any kind of story, but it’s also cultivated a new generation of
creators who understand the medium well and are ready to tell their own stories.”24
It was not long before other publishers began to get on board with the graphic novel
craze. Not only were they creating special imprints (Graphix, an imprint of Scholastic;
Amulet, an imprint of Abrams Books; and First Second, an imprint under Macmillan’s
Roaring Brook Press), Toon Books began as an independent publisher of only graphic
novels in 2008.25
In recent years, books that were popular decades ago are getting a facelift and being
reimagined as graphic novels. The Nancy Drew, Hardy Boys, and Babysitter’s Club series
all have graphic novel companions that are not only popular themselves, but have helped
to increase the popularity of the original books. The same can be said for classics that
are getting a makeover. Novels like A Wrinkle in Time, 20,000 Leagues Under the Sea, The
Adventures of Huckleberry Finn, and A Christmas Carol have all been repackaged as comic
books. This is good for a variety of reasons: it makes the books accessible to all readers,
it encourages discussions about what makes a novel a “real” book, and it adds a visual
element to what some might consider dated and boring reading material.
Due to the nature of graphic novels, with a few creators dominating the market, we
are going to look at both creators and specific books for this particular section.

Author/Creator: Svetlana Chmakova

Books/Series: Brave; Awkward; the Witch & Wizard series; the Dramacon series
(for teens)
Evaluation: Using Japanese comics as an influence, Chmakova writes for tweens and
teens in a humorous way, speaking to their changing dynamics and helping to bust
stereotypes and clichés.

Author/Creator: Raina Telgemeier

Books: Smile; Sisters; Drama; Ghost. Telgemeier has also written installments for the
Babysitter’s Club graphic novel series and the X-Men and Comics Squad series.

W H AT I S T W E E N L I T E R AT U R E ? ▲ 29
 Evaluation: Raina Telgemeier writes semi-autobiographical books about her expe-
riences as a tween, which resonate with mostly female adolescent readers. As most
librarians can tell you, it is almost impossible to keep these titles on your tween or
graphic novel shelves.

Title: Roller Girl by Victoria Jamieson

NoveList description: A graphic novel adventure about a girl who discovers roller
derby right as she and her best friend are growing apart.26
Evaluation: So many tween books focus on changing and losing friendships, because
this is such a common occurrence in the life of a middle schooler. What helps this
book stand out is the fact that the main character, Astrid, focuses on herself and
her interests rather than trying to change to keep a friendship that may have run
its course.

Title: El Deafo by Cece Bell

NoveList description: The author recounts in graphic novel format her experiences
with hearing loss at a young age, including using a bulky hearing aid, learning how
to lipread, and determining her “superpower.”27
Evaluation: Although this title can be read and enjoyed by younger kids, putting it
in your tween section may help those readers who are dealing with disabilities, both
visible and invisible, or those who are just looking for a character they can root for.
A Newbery Honor Book.

Adult Authors Who Crashed the Tween Market

In recent years, the children’s and teen publishing market has been invaded by authors
whose popularity and best-selling status in the world of adult books made it possible for
them to try their hand at writing for kids. This caused confusion, of course, especially
when James Patterson’s The Angel Experiment (Maximum Ride #1) was published in 2005.
Many libraries found themselves with multiple copies in multiple locations, and many
fans were disappointed that this was a “kid’s book,” although some later discovered that
they liked it.
This is a strange phenomenon, in the opinion of some librarians, because on some
level it seems rather opportunistic and disingenuous. But it cannot be denied that some
of these authors are as popular with kids as they are with adults; you just have to know
where to appropriately place their books.

Author: James Patterson

Book series for youth: Confessions; Daniel X; House of Robots; I, Funny; Jacky
Ha-Ha; Maximum Ride; Middle School; Treasure Hunters; Witch & Wizard
Evaluation: James Patterson is one of the most prolific authors in the industry, and
his books are generally accepted with enthusiasm and, in the library world, a holds list
that is a mile long. It is easy to place some of his titles: the Daniel X, Maximum Ride,
and Witch & Wizard series are solid tween choices, and the House of Robots and
Jacky Ha-Ha series both belong in juvenile. The others are a bit harder to place. The

3 0 ▲ C hapter 3
 age of the characters (and even the title!) suggest placement in tween, but the Middle
School and I, Funny series are certainly appropriate for younger readers who enjoy
reading about characters that are a bit older than themselves (reading vicariously).

Author: Carl Hiaasen

Books for tweens: Hoot; Scat; Flush; Chomp
Evaluation: Hiaasen’s books for tweens are a lot different than his books for adults,
focusing on environmental issues and activism rather than dark humor and explicit
sex. However, they retain the humor and quirky characters for which Hiaasen is
known. These environmental stories belong in tween, if they are not already there.

Author: John Grisham

Series for youth: Theodore Boone
Evaluation: Although Grisham is still getting his writing-for-kids chops, this series
is a good one to have in your tween section because of its niche. There are no other
current, kid lawyer, future legal eagle, middle school protagonists, and crime-solving
readers will appreciate it being on the shelves.

Key Points
• It is important to understand the reading habits and stages of tweens.
• Use the guidelines to help you determine what criteria you will use in selecting
materials for your tween collection.
• Use the resources available for your decision-making process.
• Tween literature is still one of those “I know it when I see it” things, but the in-
formation in this chapter can give you a good jumping-off point to learn which
materials would work well in your tween collection.
• The main thing to remember is that you are looking for books with middle school
characters who are becoming more independent, dealing with changing interper-
sonal relationships, and discovering who they are.

Notes
1.  Cited in Teri S. Lesesne (2006), Naked Reading: Uncovering What Tweens Need to Become
Lifelong Readers, 17. Portland, ME: Stenhouse Publishers.
2. Lesesne, Naked Reading, 18–22.
3. Quoted in Shannon Maughan (2002), “Betwixt and Be‘tween’: How Publishers Are
Reaching Out to a Vast Demographic of Eight-to-14-Year-Olds.” Publishers Weekly 249, no. 9:
(November 11). https://www.publishersweekly.com/pw/print/20021111/35447-betwixt-and-be
-tween.html.
4. Ibid.
5. Ibid.
6. Ibid.
7. NoveList K-8 Plus. Accessed Oct 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.

W H AT I S T W E E N L I T E R AT U R E ? ▲ 31
  8. Ibid.
 9. Ibid.
10. Ibid.
11. Ibid.
12. Ibid.
13. Ibid.
14. Ibid.
15. Ibid.
16. Ibid.
17. Ibid.
18. Ibid.
19.  Terry Farish (2013), “Why Verse? Poetic Novels for Histoical Fiction, Displacement Sto-
ries, and Struggling Readers.” School Library Journal 59, no. 11 (November): 32–35.
20.  NoveList K-8 Plus.
21. Ibid.
22. Ibid.
23. Brigid Alverson (2018), “Middle Grade Storytelling Goes Graphic: The Middle Grade
Graphic Novel Boom Shows Comics Are for Kids After All.” Publishers Weekly, April 13. https://
www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/76626-middle
-grade-storytelling-goes-graphic.html.
24. Ibid.
25. Ibid.
26.  NoveList K-8 Plus.
27. Ibid.

References
Alverson, Brigid. 2018. “Middle Grade Storytelling Goes Graphic: The Middle Grade Graphic
Novel Boom Shows Comics Are for Kids After All.” Publishers Weekly, April 13, 50–60.
https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article
/76626-middle-grade-storytelling-goes-graphic.html.
Farish, Terry. 2013. “Why Verse? Poetic Novels for Historical Fiction, Displacement Stories, and
Struggling Readers.” School Library Journal 59, no. 11 (November): 32–35.
Lesesne, Teri S. 2006. Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers.
Portland, ME: Stenhouse Publishers.
Maughan, Shannon. 2002. “Betwixt and Be‘tween’: How Publishers Are Reaching Out to a Vast
Demographic of Eight-to-14-year-olds.” Publishers Weekly 249, no. 9 (November 11): 6.
https://www.publishersweekly.com/pw/print/20021111/35447-betwixt-and-be-tween.html.
NoveList K-8 Plus. Accessed October 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.

3 2 ▲ C hapter 3
 CHAPTER 4

Beyond Print Materials

IN THIS CHAPTER

PP Online databases
PP Ebooks
PP Video games
PP Websites

N
OT ALL OF THE MATERIALS in your tween collection need to be print mate-
rials. There are a number of valuable resources that will not only enhance your
collection, but will take up little physical space. Resources like online databases,
ebooks, websites, and apps can all be made available to your patrons and will not require
any shelf space. Audiobooks and video games will take up some space, but a few of them
will go a long way in serving your patrons.
Adding a “Homework Help” or “Tween” page to your library’s website that include
links to databases, websites, ebooks, and apps can give students a reliable place to start
their research. In addition, you can add tips for evaluating websites in order to help your
patrons make better online decisions when searching for information.

Online Databases
Middle school is a great time to introduce students to online databases. They are learning
how to compile research, evaluate sources, and need to move beyond Google in order to
prepare themselves for the world of academia. Online databases can be pricey, but luckily, all
state libraries make at least some databases available for residents of their state at no cost to
the user. State library websites can also offer a plethora of information about the history of
that state and important people who were or are residents, as well as fascinating collections
of digitized photos and state documents. Some state library websites are easy to navigate,
while others are not quite as user friendly. However, a few are organized beautifully, and can

▲ 33
 even by sorted and searched by age group, or by intended age of the user. Be sure to become
familiar with your state library’s website, databases, and even your state youth librarian.

Recommended Databases
Britannica School Middle
Britannica School Middle is an online encyclopedia geared toward kids in grades 5–7.
Patrons can search articles and media using the following subject headings: Animals, Arts
and Literature, Earth and Geography, History, Life Processes, Living Things (Other),
Philosophy and Religion, Plants, Science and Mathematics, Society, Sports and Recre-
ation, and Technology.

Figure 4.1.  Britannica School Middle Categories Screenshot. Encyclopedia Britannica, Inc.

Each subject heading has subcategories, and users can search for articles, media, and
biographies at the same time. One extremely helpful tool is the double-click dictionary
included with the articles. Readers can double-click any word in the article and the defi-
nition, provided by Merriam-Webster, will pop up. Articles also include links to related
content. Interactive features such as “Compare Countries” and “Tour the USA” keep the
user focused and engaged.

Figure 4.2.  Britannica School Middle Homepage Screenshot. Encyclopedia Britannica, Inc.

3 4 ▲ C hapter 4
 Users have the option of emailing and printing the articles, and features such as “lis-
ten,” “translate,” and increasing font size benefit readers who are visually impaired or for
whom English is their second language. The citation tool includes Modern Languages
Association (MLA), American Psychological Association (APA), Chicago, and Harvard
styles. Colorful, printable photographs provide a nice visual aspect and can help students
complete assignments.

Opposing Viewpoints in Context (Gale Cengage)

The Opposing Viewpoints print series was extremely popular in the 1990s and early
2000s. Taking current event topics and publishing a title with reliable and accurate ar-
ticles on BOTH sides of the issue was extremely helpful to students writing research
papers. The problem with the print versions, however, is how quickly they can become
outdated, and it can be hard to publish new content in a timely fashion. The Opposing
Viewpoints in Context database removes both of those limitations. Content is updated
almost daily, and new topics are much easier to publish.

Figure 4.3.  Opposing Viewpoints Search Page Screenshot. Gale Cengage, Inc.

Searchable by keyword or subject list, students can find information on just about any
topic they want to research. Featuring hot-button issues like racism, immigration, and
gun control, along with more benign topics such as public broadcasting, digital media,
and youth sports, the Opposing Viewpoints database has something for every student.
Each topic includes an overview, articles, and thought-provoking questions.
Resources provided include reference sources, biographies, statistics, primary re-
sources, images, video, audio, magazines, newspapers, academic journals, websites, and
related content. The citation tool provides citations in Chicago, ALA, and MLA formats.
Readers can listen to the articles, send them to the cloud, email, print, download, and/or
create and save to their own personal folder. Articles can also be translated into a variety
of different languages, including Spanish, French, Chinese, and Japanese. New and up-
dated topics are clearly marked.

B ey o nd P rint M aterials ▲ 35
 Figure 4.4.  Opposing Viewpoints Article, Students and Homework Screenshot. Gale Cen-
gage, Inc.

Middle Search Plus (EBSCO)

Middle Search Plus is a database consisting of more than 140 middle school–
appropriate magazines with full-text articles, biographies, primary resources, and his-
torical essays. Readers can search by keyword or subject (lists will populate as you type),
and limit results by full text, date range, publication, cover story, Lexile reading level, and
publication type.

Figure 4.5.  Middle Search Results Page Screenshot. EBSCO Industries, Inc.

3 6 ▲ C hapter 4
 You can even search by image type (black-and-white photograph, color photograph,
graph, map, chart, diagram, and illustration). Articles can be translated into numerous
languages, and readers can listen to the articles being read in an American, Australian,
or British accent. The researchers are given all of the appropriate source information, but
they will have to format the citations themselves. Although this database in not visually
pleasing, it is uncluttered and easy to read, and full of timely, relevant articles for your
middle school patrons.

Biography Reference Center (EBSCO)

With Biography Reference Center, readers can search thousands of articles through key-
word and advanced searches.

Figure 4.6.  Biography Reference Center Homepage Screenshot. EBSCO Industries, Inc.

They can also browse through an alphabetical list of people, or by genre (which is
much easier). Search results pull up various articles, related articles, and if appropriate,
obituaries. Articles contain cross-referenced links and are pulled from a variety of sources.

Figure 4.7.  Biography Reference Center, Princess Diana Article Screenshot. EBSCO Industries, Inc.

B ey o nd P rint M aterials ▲ 37
 While not enough for a student to write a complete biographical report, this database
will give the researcher a good starting point or help them to fill in the gaps with fun facts
and little-known details.

Ebooks
There are different models for lending ebooks. With the one book/one user format:

• Libraries purchase titles with a limited number of circulations based on an agree-

ment with publishers.
• Materials may be download by only one person at a time.
• Users will be able to see all of the items available on the ebook platform, even if
their library does not “own” them. Patrons may be able to “recommend” the title
to their library.

In the cost per circulation model:

• Libraries are only charged when an item is downloaded, or “checked out.”

• The fees are inexpensive, and most platforms allow libraries to limit the number of
checkouts per patron per month.
• In most cases, libraries have access to the entire catalog, but titles can be hidden if
a library so chooses.

Overdrive
A popular ebook platform in many libraries is Overdrive. Readers can download materials
directly to their e-readers, tablets, smartphones, and computers.

Figure 4.8.  Overdrive Featured Titles Screenshot. Overdrive, Inc.

The downside for libraries is that the books are expensive, and Overdrive primar-
ily uses a one book/one user format, although recently this seems to be changing and
Overdrive is beginning to introduce a cost per circulation model. Currently, Overdrive’s
agreement with some publishers put a cap on the number of circulations, so a one book/

3 8 ▲ C hapter 4
 one user title may only be checked out twenty-six times, for example. After that, a new
copy of the book must be purchased.

Figure 4.9.  Overdrive Download Page, Wonder by R. J. Palacio Screenshot. Overdrive, Inc.

The app for Overdrive, Libby, has an updated interface and is relatively easy to use.

Hoopla
Hoopla is a newer digital platform that does implement the cost per circulation model,
meaning that all the titles are available all the time. The downloads (checkouts) are rela-
tively inexpensive, averaging under two dollars per download, but in larger libraries and
libraries with tight budgets, administrations may decide to limit uses to a certain number
of checkouts per month. If this is the case, it is better to start low (for example, three per
month) and raise it later if you can. Patrons will be disappointed if they can check out
twenty titles per month and then have it lowered to ten or five per month. The platform
is extremely easy to navigate, and patrons really like the service. In addition to ebooks and
audiobooks, users may also download movies and TV shows.

Figure 4.10.  Disney Villains Recommended Titles Screenshot. Midwest Tape, Inc.

B ey o nd P rint M aterials ▲ 39
 Figure 4.11.  Disney Fairest of All Download Page Screenshot. Midwest Tape, Inc.

EBSCO ebooks
EBSCO offers an extensive (20,000 titles) database of ebooks and audiobooks that in-
cludes both fiction and nonfiction titles. The EBSCO User’s Guide is extremely helpful
in terms of both technical information and functionality, including basic and advanced
information. There is detailed information about browser settings, book viewer and
downloading options, and use on a mobile device, as well as search capabilities, saving for
printing and emailing, note-taking, and how to create citations.

Figure 4.12.  EBSCO Search Results Screenshot. EBSCO Industries, Inc.

4 0 ▲ C hapter 4
 Figure 4.13.  STEM in Football Download Page Screenshot. EBSCO Industries, Inc.

These ebooks can be a nice way to add nonfiction tween books to your collection.
More on this in chapter 8.

Video Games
There is some debate about the value versus harmfulness of video games and the devel-
oping adolescent brain, but research has shown that with careful selection and parental
limits, video games can actually benefit tweens. Amanda Morin, author of The Every-
thing Parent’s Guide to Special Education and contributor to Understood.org, finds that
video games can improve focus, improve problem-solving skills, increase creativity, and
reduce stress.1
A lot of the games that are appropriate for tweens are also good family games. While
some librarians may consider this a deterrent, remember that tweens are stuck in the
middle between wanting independence and wanting the comfort of family relationships.
This juxtaposition makes “family games” an ideal inclusion to video game collections. This
is the Forbes list of 2017’s best video games for kids, teens, and parents, based on ratings
from the Entertainment Software Ratings Board (ESRB):2

• Mario Odyssey (Nintendo Switch)

• Knack II (PS4)
• Steamworld Dig 2 (Nintendo Switch, PC, PlayStation 4, PS Vita)
• Zelda Breath of the Wild (Nintendo Switch)
• Lego Marvel Super Heroes 2 (Switch, PlayStation 4, Xbox One, PC)
• Mario & Rabbids: Kingdom Battle (Nintendo Switch)
• Crash Bandicoot N. Sane Trilogy (PlayStation 4)
• Lego City Undercover (Switch, PlayStation 4, Xbox One, Nintendo Switch)
• Yooka-Laylee (PC, PlayStation 4, Xbox One, Nintendo Switch)
• Rime (Nintendo Switch, PlayStation 4, Xbox One, PC)
• Hat In Time (PC)
• Halo Wars (Xbox One, PC)
• Splatton 2 (Nintendo Switch)

B ey o nd P rint M aterials ▲ 41
 ESRB describes these games as potentially containing “cartoon, fantasy, or mild violence,
mild language, and/or minimal suggestive themes.”3
These are iD Tech’s picks for the best video games for kids ages nine through twelve:4

• Fortnite (PC, Xbox, PlayStation)

• Civilization (PC, Xbox, PlayStation)
• Sim City (PC, Xbox, PlayStation)
• Big Brain Academy (Nintendo DS)

A video game collection does not have to be large. Your tween patron will appreciate
even a few well-selected titles for the most popular gaming systems.

Audiobooks
Audiobooks are sometimes the misunderstood format of the book world. While many
adults listen to books on CD or digital books while driving, working, or exercising, the use
of audiobooks by children, tweens, and teens can be met with resistance and considered
“cheating.” However, Kimberley Moran, a senior editor for the website We Are Teachers
(www.weareteachers.com), explains that audiobooks can be beneficial to students, espe-
cially those who have a hard time with reading and comprehension. In her article “7 Ways
Audiobooks Benefit Students Who Struggle with Reading,” Moran outlines the seven
advantages of audiobooks:

• Increases word exposure and improves vocabulary

• Builds background knowledge
• Reduces working-memory deficit
• Removes printed word decoding anxiety
• Increases comprehension
• Develops grade level–appropriate content knowledge
• Gives students educational independence5

Not unlike emerging readers, struggling readers benefit from hearing words spoken.
They become more confident and less anxious about reading because they do not have
to sound out as many words and can focus more on understanding what is being read.
They can read while listening (another activity encouraged in younger readers), and they
can read at their “level,” which will only help to increase their comprehension and overall
literacy. Plus, with technology being what it is, readers can use whatever mobile device
they have and blend in with their peers, thus further decreasing anxiety.
In addition, audiobooks increase diversity in your collection. Not only are you serving
the visually impaired, but you are also providing materials for those with learning and
other invisible disabilities. This is a rather strong argument for housing physical audio-
books on your shelves and including them in your digital collections; not all readers are
able to read with their eyes, and sometimes you cannot tell that by looking at them.
Finally, audiobooks provide a unique entertainment aspect for recreational reading.
More and more, charismatic authors are reading their own works, or a skilled storytelling
provides the voice. Sound effects and music can increase the creepiness of a horror story,
or the humor of a funny one.

4 2 ▲ C hapter 4
 Websites
Khan Academy (www.khanacademy.org)
From the website:

Khan Academy offers practice exercises, instructional videos, and a personalized learning
dashboard that empower learners to study at their own pace in and outside of the class-
room. We tackle math, science, computer programming, history, art history, economics,
and more. Our math missions guide learners from kindergarten to calculus using state-
of-the-art, adaptive technology that identifies strengths and learning gaps. We’ve also
partnered with institutions like NASA, the Museum of Modern Art, the California
Academy of Sciences, and MIT to offer specialized content.6

Subject areas covered:

• Math by subject
• Math by grade
• Science and engineering
• Computing
• Arts and humanities
• Test prep
• College, careers, and more

Figure 4.14.  Khan Academy Courses Screenshot. Khan Academy

Khan Academy is an excellent resource for students to brush up on their skills and
stay sharp during their summer breaks. It is also accessible to those patrons who may be
struggling with different subjects. The videos are brief and formatted in such a way that
the student can stay focused and interested. The quizzes are short and encouraging. Plus,
students can earn points and badges, which gives the website a slight video game feel and
offers positive reinforcement.

B ey o nd P rint M aterials ▲ 43
 Figure 4.15.  Khan Academy Quiz Screenshot. Khan Academy

Amaze (www.amaze.org)
From the website:

AMAZE Vision:
AMAZE envisions a world that recognizes adolescent sexual development as natural and
healthy; a world that affirms and supports all children across the globe as they navigate the
challenges of puberty and mature into young adults.
AMAZE Mission:
AMAZE is harnessing the power of digital media to provide children, adolescents, their par-
ents and educators with medically accurate, affirming, and honest sexual health information
along with free, engaging resources that can be accessed anytime, anywhere—regardless of
where they live or what school they attend.
AMAZE Strategies:
AMAZE creates age-appropriate animated videos for adolescents ages 10 to 14 and offers
their parents and educators trusted resources to open lines of communication about important
sexual health topics—in a fun, engaging format they will want to share with their peers.7

This website is truly “amaze-ing.” The videos are fun, honest, and insightful. Tack-
ling subjects like bullying, sexual orientation, gender identity, and personal safety is not
easy, but the creators of Amaze have done so in a way that speaks to tweens and is not
off-putting to parents and other adults. Not only do the videos on this website offer op-
portunities for starting conversations, they also show kids that whatever they are feeling
is normal. Furthermore, the videos may encourage tweens to speak with a trusted adult
if they are experiencing sexual harassment or assault, bullying, or just have common (or
not-so-common) questions about their changing bodies and emotions.
Even the typically conservative website Common Sense Media (https://www.common
sense.org/education/website/amaze) recommends this website to educators with the
caveat that accessing Amaze’s YouTube channel may bring up recommended videos that
are not appropriate for the intended age group. That being said, this is a funny, accurate,
and nonjudgmental resource for patrons ages ten through fourteen who have questions
and are curious about these topics.

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Figure 4.16.  Amaze Homepage Screenshot. Amaze.org

Figure 4.17.  Amaze Screenshot. Amaze.org

Figure 4.18.  Amaze YouTube Channel Screenshot. Amaze.org

 This website is diverse and inclusive. One of the best videos deals with gender iden-
tity, explaining how some people look a certain way on the outside, but feel completely
different on the inside. Their personal style choices are presented as fun and normal rather
than weird or wrong. Also, the characters in the videos come in all shapes, sizes, colors,
and genders, so regardless of who the user is, they will see themselves in this website.
Overall, this is an excellent addition your library’s web presence.

iCivics (www.icivics.org)
This fascinating government education website was founded by Supreme Court Justice
Sandra Day O’Connor who, even in her retirement, wants this resource to be available to
all young citizens. From the website:

Our Vision:
We aim to reach every middle and high school student in America—10 million students
annually—by 2021. To that end, iCivics is:

• Adapting its games and resources for the nation’s 4.6 million English Language
Learner [ELL] students
• Developing a more advanced curriculum for high school
• Launching new games and digital tools
• Expanding its professional learning opportunities for teachers, and
• Striving to promote the value of high-quality civic learning nationwide.

iCivics is reimagining civic education for future generations. By expanding our reach
to every student in America, young people will grow more informed, more curious, and
more engaged in civic life.8

The games portion of this website is what will interest tweens, parents, and educators:

• Immigration Nation (citizenship)

• Do I Have a Right? (constitutional rights)
• Executive Command (being the president)
• Counties Work (running a county)
• Win the White House (campaigning)
• We the Jury (deciding court cases)
• Power Play (balance of power)
• Argument Wars (Supreme Court cases)
• LawCraft (lawmaking in Congress)
• Court Quest (court system)
• Supreme Decision (Supreme Court justice)
• Represent Me! (congressperson)
• Activate (lobbying)
• Cast Your Vote (debates)
• Responsibility Launcher (civic duties)
• Branches of Power (branches of government)
• People’s Pie (federal budget)
• Crisis of Nations (teamwork with other nations)
• NewsFeed Defenders (spot fake news)

4 6 ▲ C hapter 4
 The games are extremely entertaining and educational. In Executive Command, be-
ing the president moves you in a variety of directions at once; just when you think you
have everything under control, a country attacks Alaska and the United States is at war!

Figure 4.19.  iCivics Legislature Screenshot. iCivics.org

Players pick an agenda item from options including health care, education, youth, and
military/defense. They must speak to Congress to get support for their cause; evaluate, re-
vise, sign, and/or veto legislation; keep up diplomatic relations; and delegate with authority.

Figure 4.20.  iCivics Newspaper Screenshot. iCivics.org

B ey o nd P rint M aterials ▲ 47
 The player’s approval rating goes up and down based on their abilities and decision-
making skills. The animation and pop-ups make this a unique and fun format for kids to
learn about the presidency.

Figure 4.21.  iCivics Final Address Screenshot. iCivics.org

This website is a great resource for basic civic education. Users will discover the func-
tions of county and federal departments, constitutional law, and basic tax capture and
revenue spending. The games can be downloaded to tablets and smartphones, and players
can even print certificates for their accomplishments.

App Inventor (www.appinventor.org)

Winner, “A Great Site for Kids” by the Association for Library Service to Children
(ALSC). From the website:

Appinventor.org is a product of the University of San Francisco’s Democratize Comput-

ing Lab and is funded by the NSF and WM Keck foundation.
AppInventor.org partners with, but is a separate entity from, MIT App Inventor.
Our focus is providing materials for learning and teaching App Inventor, work made
possible only through the efforts of the MIT team in developing and maintaining the
App Inventor site.9

App Inventor is a step-by-step, learn as you go, kid-friendly website that teaches
the ins and outs of app design. Students can create drawings and animated games,
text- and location-aware apps, quizzes, apps with user-generated data, and web-enabled
apps. Tutorials are offered for both beginning and intermediate levels, and advanced
users can graduate to writing Java code. Interested tweens will find this resource helpful
and educational.

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CIA for Kids (https://www.cia.gov/kids-page/6-12th-grade)
Winner, “A Great Site for Kids” by the Association for Library Service to Children
(ALSC). If you have patrons who are thinking about top-secret government work, this
is the site for them.

Figure 4.22.  CIA for Kids Landing Page Screenshot. CIA.org

In addition to Kryptos, a historical and mysterious coding system, patrons will find
other games:

• Puzzles
• Word Find
• Concentration
• Coloring Book
• Break the Code
• World Exploration
• Aerial Analysis Challenge
• Photo Analysis Challenge

Figure 4.23.  Kryptos Screenshot. CIA.org

B ey o nd P rint M aterials ▲ 49
Code.org (www.code.org)
From the website:

Code.org® is a nonprofit dedicated to expanding access to computer science in schools

and increasing participation by women and underrepresented minorities. Our vision is
that every student in every school has the opportunity to learn computer science, just
like biology, chemistry or algebra. Code.org provides the leading curriculum for K–12
computer science in the largest school districts in the United States and Code.org also
organizes the annual Hour of Code campaign which has engaged 10% of all students
in the world. Code.org is supported by generous donors including Amazon, Facebook,
Google, the Infosys Foundation, Microsoft, and many more.10

Offering basic coding classes by grade (K–5; 6–12; university) and hour-long tutorials
featuring mazes, Frozen, Star Wars, and Minecraft, this website allows students to learn
to code with block programming. Users can learn JavaScript, CSS, and HTML while
creating apps, games, and then moving on to actual webpage design.

Figure 4.24.  Code.org Intro to App Tutorial Screenshot. Code.org

The drag-and-drop interface is simple and fun, while at the same time giving the pro-
grammer confidence and motivation. Useful for both the beginning learner and the more
advance programmer, this webpage is worth adding to your library’s electronic resources.

5 0 ▲ C hapter 4
 Figure 4.25.  Courses by Code.org Screenshot. Code.org

Animal Fact Guide (www.animalfactguide.com)

Winner, “A Great Site for Kids” by the Association for Library Service to Children
(ALSC). From the website:

At Animal Fact Guide, you can learn about interesting and endangered animals from
around the world. Each fact sheet features an animal’s physical characteristics, habitat
(with a distribution map), diet, breeding patterns, unique traits and behavior, and when
applicable, conservation and tips on what you can do to help. If you would like to learn
more about a particular animal you have seen on the site, we have listed other good online
resources at the bottom of that animal’s fact page.11

Students who are researching endangered animals will find this website extremely
useful. The blog, which includes fascinating articles on topics such as an elephant getting
fitted for contact lenses, and features quizzes arranged by animal name and region, is
updated regularly. The animal facts articles can be browsed by picture and name. Each
article contains the animal’s scientific name, conservation status, ways people can help, the
animal’s native habitat, related resources, blog posts, and information about the author of
the article. This is a great first, or additional, resource for tweens.

ToonDoo (www.toondoo.com)
From the website:

ToonDoo is a cool, comic-creating tool from Jambav, a fun site for kids. Jambav is de-
voted to creating a unique array of free and customizable online games of educational
value for children of all abilities.
ToonDoo was the happy result of brainstorming session that was aimed at creating
a new way of expression for those who do not have the talent to draw.12

B ey o nd P rint M aterials ▲ 51
 This is a fun site for the artistically challenged. Students can use characters that have
already been created, or they can design their own “TraitR” using a simple, easy-to-use,
intuitive web-based program.

Figure 4.26.  Toon TraitR Beginning Screenshot. ToonDoo.com

Figure 4.27.  Toon TraitR Finished Screenshot. ToonDoo.com

Once their creative juices are flowing, tweens can create entire comic books. The
graphics are colorful and users are able to change body style, body language, facial ex-
pressions, and even imply movement. This is wonderful for tweens who have comic-book
stories they want to tell, but lack the natural artistic ability to create them. The website
is free, and also offers ToonDoo Spaces, which can be used in a classroom (or library?)
environment.

5 2 ▲ C hapter 4
National Geographic Kids (https://kids.nationalgeographic.com)
From the website:

We teach kids about the world and how it works, empowering them to succeed and to
make it a better place.
Nat Geo Kids inspires young adventurers to explore the world through award-winning
magazines, books, apps, games, toys, videos, events, and a website, and is the only kids brand
with a world-class scientific organization at its core.13

The National Geographic Kids website is full of informative articles, science exper-
iments, videos, and games. Adding graphics, sound effects, and a funny voiceover, the
videos bring to life the popular Weird but True! and Just Joking! series that librarians
cannot keep on their shelves. Other video topics include the Best Job Ever, Book Club,
Brain Games, Real or Fake, and Spaced Out.

Figure 4.28.  Weird but True! Screenshot. National Geographic

The website has excellent full-color photographs. Silly and fun quizzes like “What
Pet Would You Be?” and “Which Gem Are You?” add to the entertainment factor of
this website.

Figure 4.29.  Interactive Map Screenshot. National Geographic

B ey o nd P rint M aterials ▲ 53
 For homework help, National Geographic Kids includes country profiles, history
links, and science experiments, making it a go-to resource for patrons looking for ample
information about animals, food, and cultures around the world.

Key Points
• There are many online resources that you can access and make available to your
tween patrons.
• Take the time to learn about fun and educational websites, databases, video games,
and ebook platforms.
• Not only do these materials take up little space, they allow patrons who are unable
to visit your library access to materials from outside computers (home and school).
• Be sure to check with your state library, the American Library Association, and
your fellow librarians for additional recommendations.
• Because websites are ever-changing, consider signing up for emails and other up-
dates so that you can stay up to date.

Notes
  1.  Amanda Morin (2015), “4 Surprising Benefits of Video Games.” Understood.org. Ac-
cessed Aug 30, 2018. https://www.understood.org/en/school-learning/learning-at-home/games
-skillbuilders/4-surprising-benefits-of-video-games.
 2. Andy Robertson (2017), “2017’s Best Video Games for Kids, Teens, and Parents.” Forbes,
November 17. https://www.forbes.com/sites/andyrobertson/2017/11/17/best-games-family-black
-friday/#5c1e949b4468.
 3. Ibid.
 4. Vince Matthews (2018), “Best Video Games for Kids: Some Fun, Some Educational.”
iD Tech, May 30. https://www.idtech.com/blog/best-video-games-for-kids.
 5. Kimberley Moran (2017), “7 Ways Audiobooks Benefit Students Who Struggle with
Reading.” We Are Teachers, October 26. https://www.weareteachers.com/audiobooks-benefit
-students/.
  6.  Khan Academy. Accessed Oct 22, 2018. https://www.khanacademy.org/about.
  7.  Amaze. Accessed Oct 22, 2018. https://amaze.org/vision/.
 8. iCivics. Accessed Oct 22, 2018. https://www.icivics.org/our-story.
 9. App Inventor. Accessed Oct 22, 2018. http://www.appinventor.org/.
10. Code.org. Accessed Oct 22, 2018. http://www.code.org.
11.  Animal Fact Guide. Accessed Aug 30, 2018. www.animalfactguide.com.
12. ToonDoo.com. Accessed Oct 22, 2018. http://www.toondoo.com/.
13.  National Geographic Kids. Accessed Aug 30, 2018. https://kids.nationalgeographic.com/.

References
Amaze. Accessed August 19, 2018. https://amaze.org/vision/.
Animal Fact Guide. Accessed August 30, 2018. www.animalfactguide.com.
App Inventor. Accessed October 22, 2018. http://www.appinventor.org/.
Code.org. Accessed August 30, 2018. http://www.code.org.
iCivics. Accessed August 19, 2018. https://www.icivics.org/our-story.

5 4 ▲ C hapter 4
Khan Academy. Accessed August 19, 2018. https://www.khanacademy.org/about.
Matthews, Vince. 2018. “Best Video Games for Kids: Some Fun, Some Educational.” iD Tech,
May 30. https://www.idtech.com/blog/best-video-games-for-kids.
Moran, Kimberley. 2017. “7 Ways Audiobooks Benefit Students Who Struggle with Reading.” We
Are Teachers, October 26. https://www.weareteachers.com/audiobooks-benefit-students/.
Morin, Amanda. 2015. “4 Surprising Benefits of Video Games.” Understood.org. Accessed
August 30, 2018. https://www.understood.org/en/school-learning/learning-at-home/games
-skillbuilders/4-surprising-benefits-of-video-games.
National Geographic Kids. Accessed August 30, 2018. https://kids.nationalgeographic.com/.
Robertson, Andy. 2017. “2017’s Best Video Games for Kids, Teens, and Parents.” Forbes, Novem-
ber 17. https://www.forbes.com/sites/andyrobertson/2017/11/17/best-games-family-black
-friday/#5c1e949b4468.
ToonDoo.com. Accessed October 22, 2018. http://www.toondoo.com/.

B ey o nd P rint M aterials ▲ 55
 CHAPTER 5

Evaluating Current
Collections

IN THIS CHAPTER

PP Where to begin
PP What’s in juvenile collections
PP What’s in teen collections
PP What’s in BOTH
PP Newbery books

M
OST TWEEN COLLECTIONS are built out of necessity. At some point, the need
to better serve middle school patrons outweighs all the reasons against creating
a tween collection, such as lack of space, lack of time, and perceived lack of pa-
tron need or desire. Numerous books specifically written for and marketed to tweens are
being published. These books have characters and storylines that are too old for juvenile
collections and too young for teen collections. For example, books that deal with more
mature themes like gender identity, bullying, and alcoholism, but do so in a way that is age
appropriate for middle schoolers, are the types of books that belong in tween collections.
Getting started is usually the hardest part about creating a new collection of any kind
because the very thought can seem overwhelming. That is why it is best to begin by taking
the time to really evaluate the library’s juvenile ( J) and teen collections as a whole, and
the subcollections individually. A list may look something like this:

• Board Books: Cardboard books for babies and toddlers

• JE: Picture books for preschoolers
• J Easy (Early) Readers: Leveled readers for children beginning to learn how to read
• J Fiction: Chapter books and novels for patrons in grades 3–6
• Teen Fiction: Novels for patrons in grades 6–12

▲ 57
 You may have even more specialized collections:

• Graphic Novels: Both in juvenile and teen

• J Easy Fiction: Early chapter books (Magic Tree House, Junie B. Jones series)

While it may seem like adding one more collection is going to be daunting, cum-
bersome, and frustrating, it is actually going to be fun, exciting, and extremely useful for
the patrons. The tween collection will fill many needs and make middle school patrons
and their parents feel welcome, understood, and distinctive. First, the students will feel
like the library has a place for them. Second, their parents will be happy that they will
not have to help their maturing readers navigate the issue-heavy teen collection, which is
filled with storylines that the patron (or the parent) is not yet ready to explore.

Where to Begin?
Because there are already tween books in the library’s collections, the logical first step
is to take stock of what is currently in both the library’s juvenile and teen collections. It
is the job of the librarian to do the research and find the tween books that are hidden
within these other collections. Some will be easy to find, such as the Percy Jackson, the
Descendants, Harry Potter, and Dork Diaries series, while others will be harder to find.
James Patterson’s Middle School series and Jeff Kinney’s Wimpy Kid series are both
about the middle school experience, but they are appropriate for readers as young as third
or fourth grade. When things are not clear-cut, librarians must look at the parameters
for their collection and their community. There are no hard-and-fast rules; it is better to
create guidelines and make recommendations that fit within a specific library communi-
ty’s standards. A librarian can put a book in the tween collection and discover later that it
would be better in juvenile or teen. A tween collection, like all library collections, is fluid.
It is also important to remember that the tween collection is not exclusive. Cataloging a
book as tween does not mean that only tweens can check it out. In reality, it shows readers
and other patrons the intended audience based on characters, plots, and overall themes.

Review Sources
Many librarians wear a multitude of hats. They may work the reference desk, plan and
implement programs, select and deselect materials, write grants, clean up messes (both
literally and figuratively), and manage staff. There are few, if any, whose sole job is to cre-
ate and manage a particular collection. In fact, some smaller libraries may have only one
youth librarian who is responsible for all collection development for patrons from birth
to age eighteen. While it would be wonderful if librarians could read and evaluate every
title themselves to determine whether it should be included in their collections, it is sim-
ply impossible to do that. Therefore, it is imperative for librarians to learn about review
sources and rely on the expertise of other librarians to select materials.
VOYA, Publishers Weekly, School Library Journal, Booklist, Horn Book, and Kirkus are
all professional review periodicals that use librarians and other literature professionals
as reviewers. Opinions about these publications vary, but they are all useful in some way.
Publisher age/grade recommendations, it seems, can be rather arbitrary, so using the age/
grade recommendations of reviews is often more relevant, if not more reliable.

5 8 ▲ C hapter 5
 Booklist (www.booklistonline.com) has been published by the American Library Asso-
ciation for over one hundred years. Because of this, most librarians rely on Booklist for its
fair and honest reviews. The reviews are written by professional reviewers, subject special-
ists, journalists, and Booklist editors. Booklist also compiles booklists for librarians to use.
Horn Book Magazine (www.hbook.com) was founded in 1924 by Bertha Mahony to
showcase the best in children’s literature. The reviewers are current and former teachers,
professors, and librarians. There is also the Horn Book Guide, which is a semi-annual pub-
lication filled with over two thousand reviews.
Kirkus (www.kirkusreviews.com) was created in 1933 by Virginia Kirkus and still
prides itself on unbiased reviews. Some librarians feel that it can be a bit harsh and “too
focused on diversity.” However, it can be nice to know if a title contains minority charac-
ters. Interestingly, Kirkus tends to assign higher grade levels to the books that it reviews.
Publishers Weekly (www.publishersweekly.com) was created in 1872 and has gone
through many editors and owners. Librarians feel that it can be a bit too positive due to
its link to the publishing world, and may find it unreliable. However, the booklists and
age recommendations are worth a look.
School Library Journal (www.slj.com) has been in publication for over sixty years and
reviews over six thousand materials annually, including databases and apps. Because of
its focus on children and teens, many librarians use School Library Journal not only for
selecting materials, but also to keep up with the latest trends.
VOYA (Voice of Youth Advocates, http://voyamagazine.com) is written for YA librar-
ians and contains reviews and articles for library professionals who work with youth
ages twelve to eighteen. Their review system includes a rating scale for both quality and
popularity, which is extremely useful because while it is wonderful to have high-quality
books on the library shelves, they will go unread if they do not appeal to patrons. VOYA
also creates booklists that librarians find useful.
NoveList (www.ebscohost.com/novelist) is a great resource that is available to
librarians for a paid subscription fee. Not only can librarians search by keyword, title,
and author, they can also limit the results by publication year, age group, and fiction
versus nonfiction. NoveList is a one-stop shop for books, with numerous reviews in
one place. Having all of the reviews in one place can save a librarian a lot of time and
energy. NoveList also offers booklists and Common Core resources. While this is a paid
database, most state libraries make it available.
Some libraries are lucky to have the funds to purchase all these review sources, but
some are not. In recent years, however, vendors including Baker & Taylor and Ingram have
made some of these publications’ reviews available on their purchasing modules, as have
the online public access catalogs of some shared automation systems. Also, all of the web-
sites have links to a limited number of reviews, pertinent articles, and booklists, all for free.
Amazon and Goodreads have become go-to sources for librarians for a variety of
reasons. First of all, librarians trust other librarians, and with Amazon and Goodreads,
librarians (and others) are giving their honest, uncensored opinions.

What’s in Juvenile Collections?

Typically, juvenile collections in public libraries cover grades 2–6. This means that the
early chapter books, like the Owl Diaries, the Critter Club, and the Haunted Library
series are in the same collection as novels such as Wonder by R. J. Palacio, Fish in a Tree by

E val u ating C u rrent C o llecti o ns ▲ 59

 Lynda Mullaly Hunt, and The War That Saved My Life by Kimberly Brubaker Bradley. The
latter titles are more advanced both in writing style and vocabulary, with more developed
and, in some cases, more serious storylines. In addition, lesser known juvenile titles such
as Confessions of an Imaginary Friend: A Memoir by Jacques Papier by Michelle Cuevas and
Strongheart: Wonder Dog of the Silver Screen by Candace Fleming may get lost, or young
patrons may become frustrated trying to wade through all of the books trying to find the
right one for them. This frustration can lead to overall apathy toward the library, especially
if the patron is looking for a required genre or is, by nature, a reluctant reader.
Creating guidelines can be helpful in both evaluating titles the library already owns
and in making new purchase decisions. The guidelines can also be used to help explain to
patrons and others what exactly a tween collection contains.

Sample Guidelines
• Age of characters: eleven to fourteen (middle school)
• Storylines: Coming of age, bullying, fitting in, murder mysteries, grief (loss of
parent or close family member or even the loss of a friendship), changing family
dynamics
• Language: Mild swearing is okay, but most tween books will not include “the big
ones,” which are often replaced with lines like “he said a word that I only ever
heard in movies that Mama did not want me watching.”
• Sex: Kissing (especially first kisses), hand-holding, some touching. No nudity, no
oral sex, no intercourse.

When reading reviews, look at the recommended age group, the plot, and the age of
the protagonists. Watch for comments about maturity and comparisons to similar books.
When age ranges vary, use the reviews themselves to determine placement.
Sometimes, the best way to begin is by looking at specific titles and evaluating these
using the guidelines listed above.

Title: The Summer of Owen Todd by Tony Abbott

NoveList description: In the touristy town of Cape Cod, eleven-year-old Owen faces
a dilemma when his best friend Sean is sexually abused by a trusted adult, but warns
Owen not tell anyone what is happening.1
NoveList Min/Max Grade Level: 5–8
Booklist: Starred Review. Grades 5–8
Publishers Weekly: Starred Review. Ages 10–14
Kirkus: Ages 10–14
Evaluation: This title is a clear-cut tween title. The main characters are about to enter
middle school, the storyline deals with same-sex sexual abuse, and the characters’ ex-
periences will resonate with older readers. Also, the subject matter, while important, is
such that it makes adults (both parents and librarians) uncomfortable and it is likely
too mature for a second grader to understand. Placing this book in a tween collection
helps to save it from potential censorship and puts it in the hands of those who are
most likely to need it.

6 0 ▲ C hapter 5
Title: The Best Man by Richard Peck
NoveList description: Archer has four important role models in his life—his dad, his
grandfather, his uncle Paul, and his favorite teacher, Mr. McLeod. When Uncle Paul
and Mr. McLeod get married, Archer’s sixth-grade year becomes one he’ll never forget.2
NoveList Min/Max Grade Level: 4–6
Booklist: Starred Review. Grades 4–6
Publishers Weekly: Ages 9–12
Kirkus: Ages 8–12
Evaluation: This title is one of those that can work in both juvenile and tween. The
characters are in middle school and the writing is poignant and thought-provoking. This
is an example of a title that can be used for the middle graders to “read up,” and with
situations that nearly all readers can relate to, it will find a larger readership wherever it
is placed. Therefore it is appropriate for juvenile, and can be cataloged as such. However,
this title would work well in tween, and may receive more interest there than in juvenile.

Title: The Night Gardener by Jonathan Auxier

NoveList description: When orphaned Irish siblings Molly and Kip arrive to work as
servants at a creepy, crumbling English manor house, they discover that the house and
its inhabitants are not what they seem. Soon the siblings are confronted by a mysteri-
ous stranger, and the secrets of the cursed house will change their lives forever.3
NoveList Min/Max Grade Level: 4–6
Booklist: Grades 6–9
School Library Journal: Starred Review. Grades 4–6
Kirkus: Starred Review. Ages 10–14
Evaluation: While the age of the siblings is not known from the description, the logi-
cal inference is that at least one of them is a tween, as they are old enough to work as
servants in an English manor house. Creepiness and curses are almost always for older
readers, and the lack of parents automatically makes the characters more independent.
Place this title in tween, where readers of the Lockwood & Co. series will find it.

Title: The War That Saved My Life by Kimberly Brubaker Bradley

NoveList description: A young disabled girl and her brother are evacuated from
London to the English countryside during World War II, where they find life to be
much sweeter away from their abusive mother.4
NoveList Min/Max Grade Level: 4–6
Booklist: Grades 5–8
School Library Journal: Grades 4–6
Publishers Weekly: Starred Review. Ages 9–12
Kirkus: Starred Review: Ages 8–12

E val u ating C u rrent C o llecti o ns ▲ 61

 Evaluation: The characters are younger, but they are dealing with horrible, life-changing
events, not to mention a neglectful and abusive mother. It is possible that third and
fourth graders will relate to the themes of abuse, but they may not understand the rami-
fications in relation to World War II. The storyline is indicative of a placement in tween.

Title: Better Nate than Ever by Tim Federle

NoveList description: An eighth grader who dreams of performing in a Broadway
musical concocts a plan to run away to New York and audition for the role of Elliot
in the musical version of E.T.5
NoveList Min/Max Grade Level: 5–8
School Library Journal: Grades 5–8
Publishers Weekly: Starred Review. Ages 9–13
Kirkus: Ages 8–13
Evaluation: The main character is in middle school, and he embarks on a parent-free
adventure. The writing is laugh-out-loud funny, and the storyline has both diversity
and tolerance. This is a tween title, and is an ALA Stonewall Honor Book. The
Stonewall Book Award–Mike Morgan and Larry Romans Children’s and Young
Adult Literature Award is presented to English-language works published the year
prior to the announcement date that that have exceptional merit relating to the gay/
lesbian/bisexual/transgender experience.

Title: Coraline by Neil Gaiman

NoveList description: Looking for excitement, Coraline ventures through a mysteri-
ous door into a world that is similar, yet disturbingly different from her own, where
she must challenge a gruesome entity in order to save herself, her parents, and the
souls of three others.6
NoveList Min/Max Grade Level: 6–8
Booklist: Grades 5–8
School Library Journal: Starred Review. Grades 6–8
Publishers Weekly: Starred Review. Ages 8 and up
Evaluation: This book is a “textbook” tween book. Rather than looking to a trusted
grown-up for guidance, a lonely, unhappy girl independently looks for adventure and
finds herself in a terrifying situation. She must use her wits and resilience to reach a
satisfying conclusion. A must for tween collections.

Title: George by Alex Gino

NoveList description: Knowing herself to be a girl despite her outwardly male ap-
pearance, George is denied a female role in the class play before teaming up with a
friend to reveal her true self.7
NoveList Min/Max Grade Level: Grades 4–6
Booklist: Starred Review. Grades 4–6

6 2 ▲ C hapter 5
School Library Journal: Grades 4–6
Publishers Weekly: Ages 8–12
Kirkus: Ages 9–12
Evaluation: This one technically belongs in the juvenile collection. However, depending
on the community standards, it may work better in tween. The ages of the characters
and the grade level recommendations indicate that this is a juvenile title. This subject
matter is gaining more acceptance, but society as a whole is not completely tolerant,
and younger readers may not understand the concept of questioning gender identity.
Also, some well-meaning adults may think this title falls under “indoctrination.”

Title: Fish in a Tree by Lynda Mullaly Hunt

NoveList description: Ally’s greatest fear is that everyone will find out she is as dumb
as they think she is because she still doesn’t know how to read.8
NoveList Min/Max Grade Level: 4–6
Booklist: Starred Review. Grades 4–7
School Library Journal: Starred Review. Grades 4–6
Publishers Weekly: Ages 10 and up
Kirkus: Ages 10–12
Evaluation: The characters are in middle school, and the protagonist is dealing with
a major learning disability that is causing her to act out. The book is recommended
for fans of Wonder and is appropriate for older readers. This is a tween title that will
fit securely in the middle school readership.

Title: Wild Born by Brandon Mull (Spirit Animals series)

NoveList description: Discovering when they come of age that they share a bond
with special spirit animals who wield great powers, four children become lone protec-
tors of their world against a dark force that threatens to destroy everyone they love,
in the debut installment in a role-playing action adventure series by the best-selling
author of the Fablehaven books.9
NoveList Min/Max Grade Level: Grades 2–6
Publishers Weekly: Ages 8–12
Kirkus: Ages 8–12
Evaluation: When the main characters are animals, it is likely that the book is for a
younger audience, as is the case with the Spirit Animals series. This is a wonderful
situation in which the publisher, NoveList, and librarians agree. Keep this series in
the juvenile collection.

Title: Wonder by R. J. Palacio

NoveList description: Ten-year-old Auggie Pullman, who was born with extreme facial
abnormalities and was not expected to survive, goes from being homeschooled to entering

E val u ating C u rrent C o llecti o ns ▲ 63

 fifth grade at a private middle school in Manhattan, which entails enduring the taunting
and fear of his classmates as he struggles to be seen as just another student.10
NoveList Min/Max Grade Level: 4–7
Booklist: Starred Review. Grades 5–8
School Library Journal: Starred Review. Grades 4–7
Publishers Weekly: Starred Review. Ages 8–12
Kirkus: Starred Review. Ages 8–14
Evaluation: This title deals with bullying, overprotective parents, and learning to be
one’s self. The characters are in fifth grade, and the book is appropriate for children
as young as eight and as old as fourteen. While this title is on the cusp and its pop-
ularity dictates its circulation, it is best cataloged as tween because middle schoolers
and those who have seen the movie are the readers who will be most interested in it.

What’s in Teen Collections?

Most libraries categorize teen, or young adult (YA), as grades 6–12, which means that a
lot of your tween books are going to be found here. Again, some of these titles are going
to be easy to locate and it is likely that some of the books mentioned above (the Percy
Jackson and Harry Potter books, for example) may be in teen. Other titles and series
include Goodbye Stranger by Rebecca Stead, The Scandalous Sisterhood of Prickwillow Place
by Julia Berry, and James Patterson’s Maximum Ride series. On some level, it is easier
to pull books from the teen collection because these are going to be in the correct age
range. Yet it can be more difficult because the likelihood of younger readers encountering
angst, mature situations, foul language, and explicit content is increased. This is also the
reason why some parents/caregivers won’t allow their middle schoolers to browse the teen
collection. Let’s discuss some of the novels likely to be housed in the teen collection that
will find a better place in tween.

Title: The Scandalous Sisterhood of Prickwillow Place by Julia Berry

NoveList description: Seven very proper Victorian young ladies conspire to hide a
murder from the authorities at their boarding school.11
NoveList Min/Max Grade Level: 6–12
School Library Journal: Grades 6 and up
Publishers Weekly: Starred Review. Ages 10–14
Kirkus: Ages 11–13
Evaluation: The almost all-female cast of characters are humorous and ingenious as
they try to solve the mystery of who killed their headmistress. This is the age when
mysteries begin to include murder, and the lack of gore and language make this a
perfect fit for tween collections. Middle school readers will also appreciate the antics
and the resourcefulness of the students, as well as the cluelessness of some of the
adult characters.

6 4 ▲ C hapter 5
Title: Strange Star by Emma Carroll
NoveList description: Told primarily by servant Felix, a former slave, Lord Byron
and friends gather to tell ghost stories on a stormy night in 1816 Switzerland, but a
scarred girl arrives with her own dark and dangerous tale.12
NoveList Min/Max Grade Level: 5–12
Booklist: Grades 4–7
School Library Journal: Starred Review. Grades 5–7
Kirkus: Ages 9–14
Evaluation: A reimagining of Mary Shelley’s life and the classic Frankenstein, this
book is an excellent choice for horror readers looking for more depth in their charac-
ters. Although tweens who are not familiar with the Frankenstein references will not
understand them, the overall work is worthy of inclusion in tween collections. Plus,
it may encourage readers to give Frankenstein a try.

Title: Tiny Infinities by J. H. Diehl

NoveList description: Angry that her father has left, twelve-year-old Alice swears
that she will live in her family’s old Renaissance tent until he agrees to return. But
after she meets her mute four-year-old neighbor Piper, she finds herself becoming
involved in the child’s life—and when she hears the little girl speak a word for the
first time in years, she sets out to prove to Piper’s parents that the dismal diagnosis
they received for their daughter may be all wrong.13
NoveList Min/Max Grade Level: 5–8
Booklist: Grades 5–8
School Library Journal: Grades 5–8
Kirkus: Ages 10–14
Evaluation: The description shows a young teen who is desperately trying to keep
her family together, a huge feat for an adult, let alone an adolescent. The emotions,
character, and storyline place this title firmly in tween.

Title: Last Shot: A Final Four Mystery by John Feinstein (Steve and Susan Carol
Sports Mysteries series)
NoveList description: After winning a basketball reporting contest, eighth graders
Stevie and Susan Carol are sent to cover the Final Four tournament, where they
discover that a talented player is being blackmailed into throwing the final game.14
NoveList Min/Max Grade Level: 6–10
Booklist: Grades 6–10
School Library Journal: Grades 6–10
Publishers Weekly: Ages 10 and Up
Kirkus: Ages 10 and Up

E val u ating C u rrent C o llecti o ns ▲ 65

 Evaluation: The characters are in middle school, there is a mystery for them to solve,
and it is recommended for kids in grades 6–10. Regardless of this book’s location in
the library now, it needs to be moved to tween.

Title: Refugee by Alan Gratz

NoveList description: Separated by decades, Josef, a Jew living in 1930s Nazi Ger-
many; Isabel, a girl trying to escape unrest in 1994 Cuba; and Mahmoud, a Syrian
boy in 2015 whose homeland is torn apart by violence, embark on journeys in search
of refuge.15
NoveList Min/Max Grade Level: 3–6
Publishers Weekly: Starred Review. Ages 9–12
Kirkus: Starred Review. Ages 10–14
Evaluation: This is an intense, timely novel that is thought-provoking and can be used
for middle school classroom discussions. The subject matter, age of the protagonists,
and the parallel stories indicate that this title belongs in tween.

Title: Knockout by K. A. Holt

NoveList description: Told in assonant free verse, Levi was once a premature baby
who suffered from respiratory problems; he recovered and, now in seventh grade, he
struggles to demonstrate to his divorced mother and overprotective brother that he is
okay. So when his father suggests he take up boxing, he falls in love with the sport, but
he still must find a way to convince his family to set him free to follow his dream.16
NoveList Min/Max Grade Level: 5–8
Booklist: Grades 5–7
School Library Journal: Grades 5–8
Kirkus: Ages 9–13
Evaluation: A novel in verse, this middle school title has a protagonist who is in
seventh grade, trying to find himself while keeping his family happy. Tweens are
continually searching for the perfect mix of independence and family approval. This
novel not only belongs in tween, but could be bibliotherapeutic for some readers.

Title: See You at Harry’s by Johanna Knowles

NoveList description: Twelve-year-old Fern feels invisible in her family, where grumpy
eighteen-year-old Sarah is working at the family restaurant, fourteen-year-old Holden
is struggling with school bullies and his emerging homosexuality, and adorable, three-
year-old Charlie is always the center of attention. When tragedy strikes, the fragile
bond holding the family together is stretched almost to the breaking point.17
NoveList Min/Max Grade Level: 6–9
Booklist: Grades 6–9
School Library Journal: Grades 6–9
Publisher’s Weekly: Ages 12 and up

6 6 ▲ C hapter 5
Kirkus: Starred Review. Ages 11 and up
Evaluation: This is the story about an everyday family dealing with everyday things
until a horrible tragedy takes place. The main character is in seventh grade and is
central to the plot. While many libraries would put this title in teen, the age of the
protagonist, the storyline that involves a family disaster and subsequent changing
family dynamics, and the age recommendations place this title securely in tween.

Title: Greenglass House by Kate Milford

NoveList description: At Greenglass House, a smugglers’ inn, twelve-year-old Milo,
the innkeepers’ adopted son, plans to spend his winter holidays relaxing. But soon
guests are arriving with strange stories about the house, sending Milo and Meddy, the
cook’s daughter, on an adventure.18
NoveList Min/Max Grade Level: 5–8
Booklist: Starred Review. Grades 5–8
Publishers Weekly: Ages 10–14
Kirkus: Starred Review. Ages 10–14
Evaluation: Christmas break, an old inn, and unexpected guests are the cornerstones
to this mystery for tweens. Readers who have outgrown the Mysterious Benedict
Society series will feel right at home in the Greenglass House. The storyline, the age
of the main character, and inclusion of a role-playing game make this a good choice
for tween collections.

Title: Counting by 7s by Holly Goldberg Sloan

NoveList description: Twelve-year-old genius and outsider Willow Chance must
figure out how to connect with other people and find a surrogate family for herself
after her parents are killed in a car accident.19
NoveList Min/Max Grade Level: 5–8
Booklist: Starred Review. Grades 7–10
School Library Journal: Starred Review. Grades 5–8
Publishers Weekly: Ages 10 and up
Kirkus: Ages 10–14
Evaluation: This is another book in which the storyline and the age of the protagonist
are key. An orphaned child in juvenile literature typically goes to a family member;
in tween literature, he or she would go to a group home and learn to be resourceful,
resilient, and independent. This is a great addition to all tween collections.

Title: Goodbye Stranger by Rebecca Stead

NoveList description: As Bridge makes her way through seventh grade in Manhat-
tan’s Upper West Side with her best friends, curvaceous Em, crusader Tab, and a
curious new friend—or more than friend—Sherm, she finds the answer she has been
seeking since she barely survived an accident at age eight: “What is my purpose?”20

E val u ating C u rrent C o llecti o ns ▲ 67

 NoveList Min/Max Grade Level: 6–9
Booklist: Starred Review. Grades 6–9
School Library Journal: Starred Review. Grades 6–9
Publishers Weekly: Starred Review. Ages 10 and up
Kirkus: Starred Review. Ages 11–14
Evaluation: This book was created for middle schoolers and all of the changes and
confusion that goes with it. This thought-provoking novel is an excellent addition to
a tween collection.

Title: Theodore Boone, Kid Lawyer by John Grisham

NoveList description: Thirteen-year-old Theodore Boone has always dreamed of
being a great trial lawyer someday, but a sensational murder trial forces him into the
arena sooner than expected, and he is determined to see that justice prevails.
NoveList Min/Max Grade Level: 6–8
Booklist: Grades 6–8
School Library Journal: Grades 6–8
Publishers Weekly: Ages 8–12
Evaluation: The Theodore Boone series may already be in your juvenile collection, or
your teen collection, or both. This is another case of the book fitting all of the criteria
for tween readers. The main character is the right age, and most librarians would
agree that it is for middle schoolers. Move this series to tween.

What’s in BOTH?
It is possible, depending on the size of the library, that some titles will be cataloged as
both juvenile and teen. If you find this to be the case when doing your evaluations, you
can confidently move both books to tween (or weed one and keep one). Going forward,
it is important for the librarians responsible for these collections to communicate with
each other when purchasing books that may fall into that tween category.
When cataloging new books, it can be helpful to see where other libraries in a con-
sortium place certain titles. While only a few of the libraries will have tween collections,
you can see how many put a title in juvenile and how many put that same title in teen. If
it is split almost evenly, that is a good indication that it belongs in tween.

Newbery Award Books

The American Library Association selects one outstanding children’s book per year. Ac-
cording to the ALA,

The Medal shall be awarded annually to the author of the most distinguished contri-
bution to American literature for children published by an American publisher in the

6 8 ▲ C hapter 5
 United States in English during the preceding year. There are no limitations as to the
character of the book considered except that it be original work. Honor books may be
named. These shall be books that are also truly distinguished. . . . Children are defined as
persons of ages up to and including fourteen, and books for this entire age range are to
be considered.21

This means it is possible and likely that tween books will be selected for the Newbery
Award. Many libraries have specific Newbery Award shelves with a simple call number
of “Newbery,” with no other specification given. Some libraries also have copies of the
Newbery winners in the appropriate collections. If that is the case for you, here are the
more recent Newbery Award winners that should go in a tween collection:

2018: Hello, Universe by Erin Entrada Kelly

2017: The Girl Who Drank the Moon by Kelly Barnhill
2015: The Crossover by Kwame Alexander
2012: Dead End in Norvelt by Jack Gantos
2011: Moon over Manifest by Clare Vanderpool
2010: When You Reach Me by Rebecca Stead
2009: The Graveyard Book by Neil Gaiman
2006: Criss Cross by Lynne Rae Perkins
2005: Kira-Kira by Cynthia Kadohata
2003: Crispin: The Cross of Lead by Avi
2002: A Single Shard by Linda Sue Park
2001: A Year Down Yonder by Richard Peck
1999: Holes by Louis Sachar
1998: Out of the Dust by Karen Hesse
1996: The Midwife’s Apprentice by Karen Cushman
1994: The Giver by Lois Lowry
1993: Missing May by Cynthia Rylant
1991: Maniac Magee by Jerry Spinelli
1985: The Hero and the Crown by Robin McKinley
1983: Dicey’s Song by Cynthia Voigt
1981: Jacob Have I Loved by Katherine Paterson
1969: The High King by Lloyd Alexander
1963: A Wrinkle in Time by Madeleine L’Engle
1961: Island of the Blue Dolphins by Scott O’Dell
1959: The Witch of Blackbird Pond by Elizabeth George Speare

E val u ating C u rrent C o llecti o ns ▲ 69

 Key Points
• One of the easiest things you can do is to begin with materials that are already in
your library.
• Using specific examples, this chapter shows you how to evaluate titles using both
your expertise and other resources available to you.
• The guidelines and criteria in this chapter will give you a good foundation with
which to build your tween collection.
• Once you have evaluated both your juvenile and teen collections, you will have a
nice selection of tween books.
• As you move through this process, remember two things: 1) collections are fluid,
and 2) nothing is set in stone. You can and should continue to evaluate all of your
collections in order to determine what works best for your community.

Notes
 1. NoveList K-8 Plus. Accessed Oct 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.
 2. Ibid.
 3. Ibid.
 4. Ibid.
 5. Ibid.
 6. Ibid.
 7. Ibid.
 8. Ibid.
 9. Ibid.
10. Ibid.
11. Ibid.
12. Ibid.
13. Ibid.
14. Ibid.
15. Ibid.
16. Ibid.
17. Ibid.
18. Ibid.
19. Ibid.
20. Ibid.
21.  ALSC (2008), “Newbery Medal Terms and Criteria.” Accessed Dec 10, 2018. http://www
.ala.org/alsc/awardsgrants/bookmedia/newberymedal/newberyterms/newberyterms.

References
Association for Library Service to Children (ALSC). 2008. “Newbery Medal Terms and
Criteria.” Accessed December 10, 2018. http://www.ala.org/alsc/awardsgrants/bookmedia
/newberymedal/newberyterms/newberyterms.
NoveList K-8 Plus. Accessed October 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.

7 0 ▲ C hapter 5
 CHAPTER 6

Carving Out Space

IN THIS CHAPTER

PP Weeding
PP Location
PP Genre-fy?

W
HEN LOOKING AT SURVEY RESULTS and discussing creating tween spaces
with other librarians, it quickly becomes clear that lack of space is one of the
major hurdles. In fact, half of the librarians surveyed for this book indicated
that “the space” is what “concerns them the most” about creating a tween collection. This is
a valid concern. Libraries are already packed to the gills with shelves, books, computers, toys,
tables, chairs, and limited floor space. However, you are not exactly creating a “new” collec-
tion with additional books. You are essentially re-arranging books that you already have in
your collection, and new tween books would have been purchased anyway—they just would
have been cataloged as juvenile or teen. Certainly, this is still a huge undertaking, but when
you think about rearranging space instead of creating space, things slowly become easier.

Weeding
For some librarians, weeding, or deselection, is one of those necessary evils of collection
development and management; others may find weeding to be therapeutic. While it can
be fun to remove items that are old, damaged, and dated, it can be challenging to evaluate
items that are well reviewed and/or diverse, but are not circulating. This is especially hard
when space is at a premium and there are newly published items that may work better
in your collection. Sometimes the books in one section of the library are not circulating
because they are not being discovered by the appropriate audience. For example, some
tweens are not allowed to venture into the teen section, so middle school–appropriate
books may be missed by the kids who need or want them the most.

▲ 71
 We discussed earlier looking at what is in your library’s juvenile and teen collections
and pulling the tween books from there. That alone will free up space on your shelves.
Now, if you weed at the same time, not only will you be cleaning and tightening the col-
lection, you will also be making more room in your library.

The CREW (Continuous Review, Evaluation, Weeding) Method

CREW: A Weeding Manual for Modern Libraries, revised and updated by Jeanette Larson,
and published by the Texas State Library and Archives Commission, is one of the pre-
mier resources on weeding library materials.1 This guide is simple, easy to use, and full of
useful information for new and veteran librarians alike. Providing rationale for continu-
ous and consistent weeding, overall weeding criteria, specific tips for specific collections
including children’s and Dewey class, and encouragement for the “reluctant weeder,” this
handy tool continues to be a relevant reference guide for public librarians. There is also a
list of online resources and databases that can be used for further collection maintenance.
Take the time to look it over; even if you do not use everything, you will definitely find
something useful and something that will make your weeding process more efficient.

Policies
It is always a good idea to have a collection development policy that includes the process
of book deselection with specific criteria. Guidelines for weeding materials should include:

• Condition: Does it have water damage or stains? Is the spine broken? Is it dam-
aged beyond repair? These books can be replaced if they are still popular and timely,
but it is best to purge items that are in poor condition.
• Circulation: Each library will have to determine what their cutoff period is, but a
good rule of thumb is two years, especially for fiction books. If a book is no longer
popular, it needs to be removed, or possibly moved to a different collection. Re-
member, things that get lost in one section may find a perfect home in another.
• Availability: Can it be interlibrary loaned if a patron wants it? We all know that differ-
ent libraries serve different populations, and what is popular and useful at one build-
ing may gather dust at another. The beauty of library cooperatives and state libraries
is that our patrons can obtain just about any materials they want through interlibrary
loan, so we do not have to keep noncirculating items on our shelves “just in case.”
• Accuracy: This is extremely important for nonfiction items. It is harmful to keep
books that are outdated and factually incorrect on the shelves. Certain subject ar-
eas go out of date quicker than others, so keep an eye on the sciences, technology,
and politics.

Well-written and concise collection development policies are a good idea because
they help new librarians learn the purchasing process, protect the library from censorship
attempts and guide it through the process of a challenge, and assign responsibility for
each collection and final decisions for the retention of materials.
When the purpose of weeding is to move books from juvenile or teen to tween, one
of the most effective ways is to go shelf by shelf and evaluate what is there. During this
process, the newly assigned tween books will be unavailable until they can be recataloged,
relabeled, and reshelved, which, depending on your library, may be done by you, a para-

7 2 ▲ C hapter 6
 professional, or a clerk. Some of you will be lucky enough to have a circulation depart-
ment that will take care of this process. In some cases, it will be as easy as changing the
call number from “J FICTION SAC” to “TWEEN FICTION SAC.” However, depend-
ing on your shared automation system, certain terms and classifications may need to be
added to the catalog and someone (you, maybe?) will have to explain why these terms are
needed. It can be done, and using the information you have learned in your research, you
will be able to convince whomever needs convincing.

Location: Where to Put Books

As you are weeding and evaluating your collection, the placement for your tween collec-
tion may become apparent. Perhaps you have already chosen the perfect spot and have a
plan of action. Or you may have no idea where you want it to go, so let’s go over the pros
and cons for different locations.

By the Juvenile Collection

Pros:

• Closer proximity to the juvenile collection may make parents feel like the section
is “safe” and will allow their older kids to explore on their own.
• Tweens will be able to explore on their own while still having the comfort of being
close to their grown-up.
• Proximity provides a natural flow from juvenile fiction to tween fiction.

Cons:

• Tweens may feel too close to the little kids and babies.
• Tweens may feel too close to their grown-up.

By the Teen Collection

Pros:

• Tweens may feel a bit older and cooler being closer to the teen books.
• The space may be more welcoming because while being on the edge of teen, the
teens are not in the space.
• The proximity provides a natural flow from tween to teen.

Cons:

• The teens don’t want the “little kids” by their section of books.
• Confusion may result if tween and teen books are next to each other.

There is no right or wrong placement; it is whatever will work in your building, with
its layout and design. Try not to get too caught up in this aspect of creating your tween
collection. As long as the placement makes sense for your space, the patrons will use it
and appreciate that it is there.

C arving O u t S pace ▲ 73
 Genre-fy?
There is a trend in libraries where, instead of organizing books by author, books are be-
ing sorted by genres. Some libraries may be doing this to some extent, with mysteries
and science fiction/fantasy being the most likely genres to be separated. Other libraries
take it further and separate fiction books by adventure, science fiction/fantasy, romance,
inspirational, mystery/suspense, historical, sports, horror, and realistic fiction.2 There are,
or course, challenges that come with this. Where do you put sports mysteries? Historical
adventures? The upside is that there is the possibility that juvenile and tween books, or
tween and teen books, can be shelved together if they are appropriately labeled.
There is no one “ideal” location that will work for every library. In some cases, remov-
ing the tween books from juvenile, shifting all the remaining books, and putting tween
at the end of juvenile will make the most sense. In other cases, shelving may be moved
to completely redesign the space. You have to do what works for you and the space you
have. The main thing is to keep an open mind and think outside the box if you have to.
If you take a good look at your space, you can often see ways that it can be reorga-
nized. Maybe that is not your strong suit, and you must enlist the help of other librarians
who are better at spatial relations. Sometimes asking a person not as familiar with the
space to evaluate it can be most helpful because he or she can help you see things you
may have overlooked, or may have ideas that would not have occurred to you. This is just
one more way that library staff can work together to create better spaces and collections.

Key Points
• The space for your tween collection is already there; you just have to “see” it.
• Be creative and open-minded, and do not be afraid to think outside the box.
• There is no “right” location, only what is right for your space and your patrons.
• Consider genre-fying your collection.

Notes
1. Jeanette Larson (2012), CREW: A Weeding Manual for Modern Libraries. Austin: Texas State
Library. https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf.
2.  Naomi Bates (2013), “Why Genrefy? The Hows and Whys I Decided to Change.” YA Books
and More (blog), October 18. https://naomibates.blogspot.com/2013/10/why-genrefy-hows-and
-whys-i-decided-to.html.

References
Bates, Naomi. 2013. “Why Genrefy? The Hows and Whys I Decided to Change.” YA Books and
More (blog), October 18. https://naomibates.blogspot.com/2013/10/why-genrefy-hows-and
-whys-i-decided-to.html.
Larson, Jeanette. 2012. CREW: A Weeding Manual for Modern Libraries. Austin: Texas State Library.
https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewmethod12.pdf.

7 4 ▲ C hapter 6
 CHAPTER 7

Controversy in Tween
Literature

IN THIS CHAPTER

PP Library Bill of Rights

PP Right to Read
PP Censorship
PP Diversity
PP Authors

L
ITERATURE FOR CHILDREN AND TEENS has changed quite a bit in recent years.
Authors are no longer shying away from “tough” topics like mental illness, abuse,
gender identity, and violence. These were storylines once reserved only for teens, but
now talented and knowledgeable writers are crafting relevant and timely stories that are
both age appropriate and thought-provoking for tweens and, in some cases, even children.
Librarians as a whole tend to be rather open-minded, inclusive, and progressive. They
celebrate diversity, understand the need for stories that push the envelope, and will defend
a reader’s right to read whatever they want. They do, at times, have to explain their col-
lection development choices to concerned parents, library boards, and other stakeholders.
Luckily, they have the American Library Association’s Library Bill of Rights to stand
behind and use as a guide.

The Library Bill of Rights

The American Library Association affirms that all libraries are forums for information
and ideas, and that the following basic policies should guide their services.

▲ 75
 I. Books and other library resources should be provided for the interest, infor-
mation, and enlightenment of all people of the community the library serves.
Materials should not be excluded because of the origin, background, or views of
those contributing to their creation.
II. Libraries should provide materials and information presenting all points of view
on current and historical issues. Materials should not be proscribed or removed
because of partisan or doctrinal disapproval.
III. Libraries should challenge censorship in the fulfillment of their responsibility to
provide information and enlightenment.
IV. Libraries should cooperate with all persons and groups concerned with resisting
abridgment of free expression and free access to ideas.
V. A person’s right to use a library should not be denied or abridged because of
origin, age, background, or views.
VI. Libraries which make exhibit spaces and meeting rooms available to the public
they serve should make such facilities available on an equitable basis, regardless
of the beliefs or affiliations of individuals or groups requesting their use.1

It can be hard at times to add books and other materials to the collection when the
librarian feels strongly about the viewpoint or the content. There are librarians who are
more conservative and lean a bit to the right politically. There are also librarians who
have a strong dislike for some of our political leaders and their stance on certain topics.
However, one of the main foundations of library services is equal and open access to all
persons and all points of view. The ALA’s Code of Ethics can help direct librarians in
making decisions based on their professional duties instead of their personal opinions.

1. We provide the highest level of service to all library users through appropriate
and usefully organized resources; equitable service policies; equitable access; and
accurate, unbiased, and courteous responses to all requests.
2. We uphold the principles of intellectual freedom and resist all efforts to censor
library resources.
3. We protect each library user’s right to privacy and confidentiality with respect to
information sought or received and resources consulted, borrowed, acquired or
transmitted.
4. We respect intellectual property rights and advocate balance between the interests
of information users and rights holders.
5. We treat co-workers and other colleagues with respect, fairness, and good faith,
and advocate conditions of employment that safeguard the rights and welfare of
all employees of our institutions.
6. We do not advance private interests at the expense of library users, colleagues, or
our employing institutions.
7. We distinguish between our personal convictions and professional duties and do
not allow our personal beliefs to interfere with fair representation of the aims of
our institutions or the provision of access to their information resources.
8. We strive for excellence in the profession by maintaining and enhancing our own
knowledge and skills, by encouraging the professional development of co-workers,
and by fostering the aspirations of potential members of the profession.2

In addition to the Library Bill of Rights and the Code of Ethics, the ALA’s Office
of Intellectual Freedom (OIF) has crafted a Freedom to Read Statement. Because the

7 6 ▲ C hapter 7
 open and free access to materials is crucial to democracy, the ALA has taken numerous
steps in defending citizens’ right to read, write, and share ideas with others. While some
of these ideas may be considered controversial, harmful to minors, or a threat to our secu-
rity, it is paramount that librarians and other educators defend the exchange of ideas and
open communication. This is true even if (especially if ?) an author’s or another creator’s
thoughts and work product are considered disgusting or despicable by others. All ideas
should be represented in public libraries, to the extent that ideas are presented accurately
and budgetary limitations allow. The representation of ideas is NOT an endorsement of
said ideas, but rather the acknowledgment that various ideas exist.
The Freedom to Read Statement consists of the following propositions:

1. It is in the public interest for publishers and librarians to make available the widest
diversity of views and expressions, including those that are unorthodox, unpopular,
or considered dangerous by the majority.
2. Publishers, librarians, and booksellers do not need to endorse every idea or pre-
sentation they make available. It would conflict with the public interest for them
to establish their own political, moral, or aesthetic views as a standard for deter-
mining what should be published or circulated.
3. It is contrary to the public interest for publishers or librarians to bar access to
writings on the basis of the personal history or political affiliations of the author.
4. There is no place in our society for efforts to coerce the taste of others, to confine
adults to the reading matter deemed suitable for adolescents, or to inhibit the
efforts of writers to achieve artistic expression.
5. It is not in the public interest to force a reader to accept the prejudgment of a label
characterizing any expression or its author as subversive or dangerous.
6. It is the responsibility of publishers and librarians, as guardians of the people’s
freedom to read, to contest encroachments upon that freedom by individuals or
groups seeking to impose their own standards or tastes upon the community at
large; and by the government whenever it seeks to reduce or deny public access to
public information.
7. It is the responsibility of publishers and librarians to give full meaning to the free-
dom to read by providing books that enrich the quality and diversity of thought
and expression. By the exercise of this affirmative responsibility, they can demon-
strate that the answer to a “bad” book is a good one, the answer to a “bad” idea is
a good one.3

A Tween’s Right to Read

The Library Bill of Rights states, “A person’s right to use a library should not be denied
or abridged because of origin, age, background, or views.” This means that librarians in
public libraries cannot refuse to check out The Hunger Games to a ten-year-old, prevent a
minor from checking out an R-rated movie, or deny a group of tweens access to any area
in the library. According to the OIF:

Librarians and library governing bodies have a public and professional obligation to en-
sure that all members of the community they serve have free, equal, and equitable access
to the entire range of library resources regardless of content, approach, or format. This
principle of library service applies equally to all users, minors as well as adults. Lack of

C o ntr o versy in T ween L iterat u re ▲ 77

 access to information can be harmful to minors. Librarians and library governing bodies
must uphold this principle in order to provide adequate and effective service to minors.4

While it is important for all patrons to have unlimited access to all information in
public libraries, this is especially true for tweens. They are beginning to branch out on
their own, form opinions that may differ from those of their parents or other family
members, and deal with issues that they may not feel comfortable discussing with others.
These issues can include gender questioning or transitioning, bullying, divorce, a parent’s
unemployment, grief, or simply reading about a different religious belief. Maybe they
have a friend who is anxious or depressed, maybe they are having problems in school
either academically or behaviorally, maybe they just want to learn about a different cul-
ture or life experience. While it would be wonderful if all kids had idyllic home lives and
never had to deal with any tragedy, unfortunately, that is not the case. Giving tweens a
nonjudgmental environment to explore ideas can only help them to help themselves and
hopefully provide the courage to ask for help, if needed.

Censorship
A librarian is one of the most vocal advocates for free speech and an open exchange of
ideas. That is why the American Library Association established the OIF to protect a
person’s right to read. The OIF creates materials, compiles lists of challenged and banned
books, and educates librarians on the importance of open access and suggests ways to
combat any attempt at censorship.

Challenged and Banned Books

Every year the OIF compiles a list of the most challenged and banned books in the United
States. Some of the titles are actually removed from both school and public libraries, while
others are moved to another area in the library, which CAN be a form of censorship, but
sometimes is simply placing the book in a more appropriate section. Just because kids
should have access to all of the library’s collections does not mean that librarians should
place Speak in the juvenile section. These collections are in place for a reason, after all.
Let’s take a look at some of the tween books on both the children’s and teen lists.

Avi, The Fighting Gourd (profanity)

Judy Blume, Are You There God? It’s Me, Margaret
James Lincoln Collier and Christopher Collier, Jump Ship to Freedom
James Lincoln Collier and Christopher Collier, My Brother Sam Is Dead (profanity)
James Lincoln Collier and Christopher Collier, With Every Drop of Blood
Robert Cormier, The Chocolate War (offensive language, sexually explicit, violence)
Christopher Paul Curtis, The Watsons Go to Birmingham, 1963
Barthe DeClements, Sixth Grade Can Really Kill You (uses the word retarded in ref-
erence to students with special needs)
Adrian Fogelin, My Brother’s Hero

7 8 ▲ C hapter 7
 Nancy Garden, Holly’s Secret (homosexuality)
Vicki Grove, The Starplace (contains a racial epithet)
Mary Downing Hahn, The Dead Man in Indian Creek (drugs and drug smuggling,
violence, “inappropriate parenting,” too frightening for elementary age group)
Charise Mericle Harper, Flashcards of My Life (sexually explicit, unsuitable for age group)
Kevin Henkes, Olive’s Ocean
James Howe, Totally Joe (homosexuality)
Peg Kehret, Stolen Children (too violent)
Madeleine L’Engle, A Wrinkle in Time
Lois Lowry, The Giver (“lewd” and “twisted”)
Doris Orgel, The Devil in Vienna
Philip Pullman, His Dark Materials series (religious viewpoint)
J. K. Rowling, Harry Potter series (occult/Satanism)
Laura Ruby, Lily’s Ghosts
Louis Sachar, The Boy Who Lost His Face
Jonathan Stroud, The Amulet of Samarkand (occult)
Jonathan Stroud, The Golem’s Eye (occult)
Jonathan Stroud, Ptolemy’s Gate (occult)
Raina Telgemeier, Drama (sexually explicit)
Laurence Yep, Dragonwings5

Fighting Censorship
A truly great library contains something in it to offend everyone.
—JO GODWIN

If the above sentiment is true, and most librarians do agree that it is, then it is inevitable
that at some point during your career, a patron will attempt to have one of your items
removed. While it can be unsettling, even scary, it is something that comes with the job,
and the first time is the hardest. Here are some tips in helping you deal with attempts at
censorship in your library.

• Have a Policy: As part of your collection development policy, it is important to

include the steps that will be taken if an item is challenged.
• Have a Form: Create a form that a patron can fill out if they would like an item
removed. Include the following questions:
∘∘ Please describe your reason for requesting the reconsideration of the library
material (please be specific and cite examples from the material if possible).
∘∘ Did you read the entire work?

C o ntr o versy in T ween L iterat u re ▲ 79

 ∘∘ If not, what parts did you read?
∘∘ Are your objections based on the age of the potential user or the views expressed?
∘∘ Are you aware of any judgments of this work by critics or reviewers?
∘∘ What do you believe is the theme or intent of this work?
∘∘ What action would you like to see the library take regarding this item?
∘∘ Do you have any suggestions for similar, more appropriate items on the same
subject or theme?
∘∘ Be sure to get the patron’s information, including name, address, phone number,
and email address.
• Complete Your Library’s Process: When someone asks for an item to be removed,
listen to their concerns and invite them to fill out the form, explaining that this will
make it “official.” It is possible that the patron will decline to complete the form,
and in that case, you may be able to let the matter drop.
• Be Armed with Reviews: You, or another librarian in your library, selected the item
in question for a reason. Find the reviews that are used to make purchasing deci-
sions, and be prepared to explain why the decision was made to purchase the item.
• Reevaluate the Item: Take a good look at the item. If it is in juvenile, would it be
better in tween or even teen? If you feel strongly that it should remain where it is,
be prepared to defend your rationale (see above).

Hopefully, you will have an administration and a library board that will defend the
item and its inclusion in the library’s collection. Regardless, it is imperative to have an offi-
cial policy and an official form so that challenges can be met with fairness and consistency.

Is Diversity Controversial?
In 2014, We Need Diverse Books was founded in an effort to “help produce and promote
literature that reflects and honors the lives of all young people.”6 Even before that, librar-
ians and booksellers began to see that there was a need to add nontraditional characters
to children’s stories. From children with disabilities to families with same-sex parents to
characters of various racial, ethnic, and socioeconomic backgrounds, writers who created
these stories were beginning to get published and noticed. This, of course, did not come
without attempts at censorship or overall backlash.
According to the American Library Association’s policy manual,

The American Library Association (ALA) promotes equal access to information for all
persons and recognizes the ongoing need to increase awareness of and responsiveness to
the diversity of the communities we serve. ALA recognizes the critical need for access to
library and information resources, services, and technologies by all people, especially those
who may experience language or literacy-related barriers; economic distress; cultural or
social isolation; physical or attitudinal barriers; racism; discrimination on the basis of
appearance, ethnicity, immigrant status, religious background, sexual orientation, gender
identity, gender expression; or barriers to equal education, employment, and housing.7

The We Need Diverse Books mission statement gives this definition:

We recognize all diverse experiences, including (but not limited to) LGBTQIA, Native,
people of color, gender diversity, people with disabilities*, and ethnic, cultural, and reli-

8 0 ▲ C hapter 7
 gious minorities. (*We subscribe to a broad definition of disability, which includes but
is not limited to physical, sensory, cognitive, intellectual, or developmental disabilities,
chronic conditions, and mental illnesses [this may also include addiction]. Furthermore,
we subscribe to a social model of disability, which presents disability as created by barriers
in the social environment, due to lack of equal access, stereotyping, and other forms of
marginalization.)8

LGQBT+
In 1982, Nancy Garden published Annie on My Mind, which was the first young adult
novel that featured a homosexual relationship in a positive light. In the late 1990s and
early 2000s, the main storylines for LGQBT+ readers involved two mommies or two
daddies and refuting traditional gender roles; for older readers, there were some novels
that broached the idea of homosexual characters. Julie Ann Peters, now known for her
LGQBT+ positive books, wrote one of the first books with a transsexual secondary char-
acter, Luna, in 2004. Not surprisingly, these books received some negative press and at-
tempts at censorship; however, writers continue to create, publishers continue to publish,
and librarians continue to advocate. While some groups may consider these books to be
“indoctrination,” others acknowledge that if we want kids to see themselves in the books
they read, then these books are necessary. These novels can also serve as conversation
starters for parents and other adults in a tween’s life.

Gender Identity
Children as young as three can begin to exhibit signs of gender dysphoria (DSM-5 diag-
nosis), or gender transitioning, which consists of displaying interest in toys and activities
that are perceived by society as not meant for the sex they were assigned at birth. Al-
though some children who are gender nonconforming in early childhood grow up to be
transgendered adults, some do not, for reasons that are not completely known.9 This has
become a hot-button issue, and as librarians strive to be diverse, the goal is to be inclu-
sive and create an atmosphere of understanding, tolerance, inclusion, and nonjudgment.
Allowing children and tweens to explore questions about their gender through novels not
only helps them to understand what may be happening to them, but also shows them that
they are not alone. In addition, these novels can help supportive friends understand the
feelings of someone they care about. Luckily, finding books with gender nonconforming,
transitioning, and questioning characters is getting easier as more authors are writing
novels with both transgender main characters and supporting characters. Some examples
are listed here:

Title: The Other Boy by M. G. Hennessey

NoveList description: Since twelve-year old Shane moved to a new town, he has been
concealing the fact he was born a girl, but when one of his classmates learns he is a
transgender, Shane must deal with the reactions of his entire community.10

Title: Gracefully Grayson by Ami Polonsky

NoveList description: Grayson, a transgender twelve-year-old, learns to accept her
true identity and share it with the world.11

C o ntr o versy in T ween L iterat u re ▲ 81

Bullying
Bullying has been happening since the dawn of time. Growing up is hard, and those
feelings of insecurity and inadequacy can manifest themselves in mean and harmful
ways. Many adults today remember what it was like and some may think that “it’s just
part of being a kid” or “that’s what kids do.” There is a big difference between bullying
today and how it was twenty or more years ago: Kids today canNOT get away from it.
Before smartphones, the internet, and social media, kids could potentially hide from
their tormentors. Home was (hopefully) a safe space, and the hours outside of school
were bully free. This is not the case today. Bullies can attack twenty-four hours a day,
seven days a week. Hidden behind the screen of a computer, they can be relentless, and
the results can be deadly. Victims, and even perpetrators, may find help inside the cover
of a book such as these books.

Title: Posted by John David Anderson

NoveList description: When cell phones are banned at their school, Frost and his
friends start communicating through sticky notes left all over the school before other
kids start following their example, triggering a wave of bullying activities in the wake
of a new girl’s arrival.12

Title: Wolf Hollow by Lauren Wolk

NoveList description: Twelve-year-old Annabelle must learn to stand up for what’s
right in the face of a manipulative and violent new bully who targets people Anna-
belle cares about, including a homeless World War I veteran.13

Suicide
Sadly, suicide happens. In 2016, the Centers for Disease Control listed suicide as the
second leading cause of death in adolescents ages ten through fourteen, following only
“unintentional injury.” From 2006 to 2016, 3,381 tweens took their own lives (approxi-
mately 1.48 per 100,000 kids).14 Middle schoolers are dealing with tremendous amounts
of stress, and their angst and depression is often chalked up to “hormones” and “being a
preteen”; while this can be true, it does not make the unhappiness and emptiness felt by
these kids any easier to take. Parents, teachers, and librarians do not necessarily want kids
reading about suicide, but when nine-year-olds are killing themselves, having books that
deal with this rather heavy topic, in an appropriate way, can be beneficial.

Title: My Brother’s Shadow by Tom Avery

NoveList description: Eleven-year-old Kaia, who has felt emotionally isolated since
her brother’s suicide, befriends a wild boy who mysteriously appears at her London
school, finding a way to communicate with him despite his being mute.15

Title: The Fall by James Preller

NoveList description: In writing in his journal about middle school classmate Mor-
gan Mallen’s suicide from bullying, Sam explores whether he was a friend, or one of
the bullies who ignored her at school and tormented her online.16

8 2 ▲ C hapter 7
Child Abuse and Violence
It would be wonderful if all the kids we meet came from happy, stable homes devoid of
unhappiness, dysfunction, abuse, illness, and poverty. Unfortunately, that is not the case,
and all homes have their own set of problems. But some of our young patrons are witness
to domestic violence, live in neighborhoods where drive-by shootings are a “regular” oc-
currence, or are victims of physical and sexual assault themselves. Some adults would like
to shield young people from this type of subject matter, but the fact of the matter is that
kids see violence every day, and reading about it may not only help them deal with real
situations in their lives, but also act as a springboard to start discussions and inspire ideas
on how to prevent future violence.
According to Child Trends, “In 2014, 50 percent of children reported more than one
form of victimization in the past year, 15 percent reported six or more, and 4 percent
reported ten or more forms. Type[s] of victimization are: any physical assault, any sexual
victimization, any maltreatment, any witness of violence (excluding indirect exposure),
any witness of family assault, and witness to assault in the community.”17 Sadly, the num-
bers continue to increase as kids get older, with older adolescents more likely to become
victims of date rape and sexual assault. Perhaps encouraging discussions about violence
earlier can help to prevent some violence later.
This is a tricky, rocky area to navigate; see the examples here.

Title: Once You Know This by Emily Blejwas

NoveList description: Fifth-grader Brittany struggles to plan, or even imagine, a
future away from her mother’s abusive boyfriend and the poverty and crime of Chi-
cago’s West Side.18

Title: Trell by Dick Lehr

NoveList description: On a hot summer night in the late 1980s, in the Boston
neighborhood of Roxbury, a twelve-year-old African American girl was sitting
on a mailbox talking with her friends when she became the innocent victim of
gang-related gunfire. Amid public outcry, an immediate manhunt was on to catch
the murderer, and a young African American man was quickly apprehended,
charged, and—wrongly—convicted of the crime.19

Reading While White

More and more, white librarians are actively working to combat racism and learn about
the experience of people of color. To that end, a group of Caucasian librarians have cre-
ated the Reading While White website; this is their mission statement.

We are White librarians organizing to confront racism in the field of children’s and young
adult literature. We are committed to working in the ongoing struggle for authenticity
and visibility in books; to supporting opportunities for people of color and First Nations/
Native people in all aspects of the children’s and young adult book world; and to holding
publishers, book creators, reviewers, librarians, teachers, and others accountable. We are
learning, and hold ourselves responsible for understanding how our Whiteness impacts
our perspectives and our behavior as we strive to advocate for this movement.

C o ntr o versy in T ween L iterat u re ▲ 83

 We know that we lack the expertise that people of color and First Nations/Native
people have on marginalized racial experiences. We resolve to listen and learn from peo-
ple of color and First Nations/Native people willing to speak about those experiences. We
resolve to examine our own White racial experiences without expecting people of color
and First Nations/Native people to educate us. As White people, we have the responsi-
bility to change the balance of White privilege.20

If you are a white librarian, please take a look at this website with an open mind
and really try to learn from it. Sometimes it is hard to see white privilege, even when
it is obvious to others. Consider this as you are making purchasing decisions for your
tween collection.

Good Authors Go Bad

More than ever, authors’ personal lives are affecting the purchasing, selecting, and
weeding decisions of librarians. When authors are accused of wrongdoings (sexual
misconduct, racism), it can go against our moral fiber to include their materials in the
collection. This, however, is censorship, and librarians need to separate the book from
the creator.21
In an era where #MeToo is a growing movement, and sexual assault and harassment
occur on school campuses, it can be difficult for librarians to justify the inclusion of works
by authors who have been accused or convicted of such wrongdoing. However, it is im-
portant to remember that accusations are just that, and in the United States, a person is
innocent until proven guilty. If libraries are only to have books on their shelves by authors
who have impeccable morals, then the issue of space is no longer an issue. If a book was
award worthy BEFORE an author’s (alleged or proven) behavior was made public, does
that book become somehow less worthy of literary merit? Rather than deselect materials
based on knee-jerk reactions or social media outrage, use the same tools that you use
when weeding other materials: What is its condition? Does it circulate? Is it still popular?
Is it accurate (in the case of nonfiction)?
One of the coolest things about being a librarian is having the ability to encourage
diversity, defend a person’s right to read, and sometimes causing a stir because of the ma-
terials we have selected to include in our collections. It is not always going to be easy, and
there are going to be times when your judgment is questioned. However, in spite of the
parents and other adults who may not understand the importance of including “contro-
versial” titles in public libraries, librarians continue to serve their young patrons and help
them more than they ever know.

Key Points
• Libraries have always protected patrons’ right to read whatever they like, and have
purchased books that some people consider “harmful to minors.”
• It is important to have a diverse, well-rounded tween collection.
• Challenges will happen. Use the tools provided in this chapter to deal with them
when they arise.

8 4 ▲ C hapter 7
Notes
  1.  American Library Association (ALA), “Library Bill of Rights.” Adopted June 19, 1939, by
the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967;
January 23, 1980; inclusion of “age” reaffirmed January 23, 1996. http://www.ala.org/advocacy
/intfreedom/librarybill.
  2.  ALA, “Professional Ethics.” Adopted at the 1939 Midwinter Meeting by the ALA Coun-
cil; amended June 30, 1981; June 28, 1995; and January 22, 2008. http://www.ala.org/tools/ethics.
  3.  ALA, “The Freedom to Read Statement.” Adopted June 25, 1953, by the ALA Council and
the AAP Freedom to Read Committee;  amended January 28, 1972; January 16, 1991; July 12,
2000; June 30, 2004. http://www.ala.org/advocacy/intfreedom/freedomreadstatement.
  4.  ALA (2014), “Access to Library Resources and Services for Minors.” July 1. http://www.ala
.org/advocacy/intfreedom/librarybill/interpretations/access-library-resources-for-minors.
 5. ALA (2013), “Frequently Challenged Books.” http://www.ala.org/advocacy/bbooks
/frequentlychallengedbooks.
  6.  We Need Diverse Books (n.d.), “About WNDB.” Accessed July 23, 2018. https://diverse
books.org/about-wndb/.
 7. ALA (n.d.), “Defining Diversity.” Accessed July 23, 2018. http://www.ala.org/advocacy
/bbooks/diversity.
  8.  We Need Diverse Books, “About WNDB.”
 9. National Geographic Society (2017), “Helping Families Talk about Gender.” National
Geographic, January 1.
10. NoveList K-8 Plus. Accessed Oct 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.
11. Ibid.
12. Ibid.
13. Ibid.
14.  Centers for Disease Control (2018), “Preventing Suicide.” Accessed July 21, 2018. https://
www.cdc.gov/violenceprevention/pdf/suicide-factsheet.pdf.
15.  NoveList K-8 Plus.
16. Ibid.
17.  Child Trends (2016), “Children’s Exposure to Violence.” Accessed Oct 25, 2018. http://
www.childtrends.org/?indicators=childrens-exposure-to-violence.
18.  NoveList K-8 Plus.
19. Ibid.
20.  Reading While White (blog; n.d.). Accessed Oct 25, 2018. http://readingwhilewhite
.blogspot.com/p/blog-page.html.
21.  Kara Yorio (2018), “When Cosby’s Little Bill, Alexie and Asher Are on the Shelf: What’s
a Librarian to Do?” School Library Journal, May 9. https://www.slj.com/?detailStory=cosbys-little
-bill-alexie-asher-shelf-librarian.

References
American Library Association (ALA). 2014. “Access to Library Resources and Services for Mi-
nors,” July 1. http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/access-library
-resources-for-minors.
———. n.d. “Defining Diversity.” Accessed July 23, 2018. http://www.ala.org/advocacy/bbooks
/diversity.
———. 2004. “The Freedom to Read Statement,” June 30. http://www.ala.org/advocacy/intfreedom
/freedomreadstatement.

C o ntr o versy in T ween L iterat u re ▲ 85

 ———. 2013. “Frequently Challenged Books.” http://www.ala.org/advocacy/bbooks/frequently
challengedbooks.
———. 1996. “Library Bill of Rights,” January 23. http://www.ala.org/advocacy/intfreedom
/librarybill.
———. 2008. “Professional Ethics,” January 22. http://www.ala.org/tools/ethics.
Centers for Disease Control. 2018. “Preventing Suicide.” Accessed July 21, 2018. https://www.cdc
.gov/violenceprevention/pdf/suicide-factsheet.pdf.
Child Trends. 2016. “Children’s Exposure to Violence.” Accessed October 25, 2018. http://www
.childtrends.org/?indicators=childrens-exposure-to-violence.
National Geographic Society. 2017. “Helping Families Talk about Gender.” National Geographic,
January 1.
NoveList K-8 Plus. Accessed October 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.
Reading While White (blog). (n.d.). Accessed October 25, 2018. http://readingwhilewhite.blogspot
.com/p/blog-page.html.
We Need Diverse Books. n.d. “About WNDB.” Accessed July 23, 2018. https://diversebooks.org
/about-wndb/.
Yorio, Kara. 2018. “When Cosby’s Little Bill, Alexie and Asher Are on the Shelf: What’s a Li-
brarian to Do?” School Library Journal, May 9. https://www.slj.com/?detailStory=cosbys-little
-bill-alexie-asher-shelf-librarian.

8 6 ▲ C hapter 7
 CHAPTER 8

Should You Add

Nonfiction?

IN THIS CHAPTER

PP Report-worthy materials
PP Self-help
PP Just for fun
PP No nonfiction? No problem!

YES!

W
HEN THERE IS ALREADY SOME CONCERN about space, it is hard to imag-
ine adding not only fiction titles, but also nonfiction titles. However, if you
have the space (or are determined to make the space), a nonfiction tween
collection can be extremely useful for your middle school patrons. Things to consider:

• Do you have a nonfiction teen collection, or are these books interfiled with adult
nonfiction?
• What is the purpose of the tween nonfiction collection? Homework help? Recre-
ational reading? Self-help? All of the above?
• How big of a collection? Remember, there are a lot of online resources that can be
used to help your patrons find not only report-worthy information, but also self-
help material and fun recreational reading.

Report-Worthy Materials
If the main goal of your tween nonfiction collection is to help with homework and re-
search papers (and this is a good goal to have), the best course of action would be to begin

▲ 87
 by looking at popular and award-winning nonfiction series. Additionally, pay attention
to which subjects your patrons are asking for, and get copies of the school assignments
if you can.
Check with your school district’s curriculum or look at the Common Core Standards,
if that is applicable for your state (forty-one states have adopted Common Core). Middle
school is when Common Core requires that students begin to evaluate nonfiction text for
accuracy and bias, compare and contrast two texts on the same subject, and comprehend
the text to form an understanding of the subject matter. In addition, beginning in middle
school, Common Core expands to include not only math and language arts, but also
history, social studies, and technical subjects. Even if your state hasn’t adopted Common
Core, and regardless of your personal opinions about it, some of the standards are im-
portant benchmarks for learning, and can be valuable in determining items to purchase
for your nonfiction collection.

Common Core Standards

I. English Language Arts Standards—History/Social Studies: Grades 6–8
A. Key Ideas and Details:
1. CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support
analysis of primary and secondary sources.
2. CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or informa-
tion of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
3. CCSS.ELA-Literacy.RH.6-8.3: Identify key steps in a text’s description of
a process related to history/social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
B. Craft and Structure:
1. CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and
phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
2. CCSS.ELA-Literacy.RH.6-8.5: Describe how a text presents information
(e.g., sequentially, comparatively, causally).
3. CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded language, inclusion or avoid-
ance of particular facts).
C. Integration of Knowledge and Ideas:
1. CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and
digital texts.
2. CCSS.ELA-Literacy.RH.6-8.8: Distinguish among fact, opinion, and
reasoned judgment in a text.
3. CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a pri-
mary and secondary source on the same topic.

8 8 ▲ C hapter 8
 D. Range of Reading and Level of Text Complexity:
1. CCSS.ELA-Literacy.RH.6-8.10: By the end of grade 8, read and compre-
hend history/social studies texts in the grades 6–8 text complexity band
independently and proficiently.1
II. English Language Arts Standards—Science & Technical Subjects: Grades 6–8
A. Key Ideas and Details:
1. CCSS.ELA-Literacy.RST.6-8.1: Cite specific textual evidence to support
analysis of science and technical texts.
2. CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclu-
sions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions.
3. CCSS.ELA-Literacy.RST.6-8.3: Follow precisely a multistep procedure
when carrying out experiments, taking measurements, or performing tech-
nical tasks.
B. Craft and Structure:
1. CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6–8 texts and topics.
2. CCSS.ELA-Literacy.RST.6-8.5: Analyze the structure an author uses to
organize a text, including how the major sections contribute to the whole
and to an understanding of the topic.
3. CCSS.ELA-Literacy.RST.6-8.6: Analyze the author’s purpose in provid-
ing an explanation, describing a procedure, or discussing an experiment in
a text.
C. Integration of Knowledge and Ideas:
1. CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative or technical in-
formation expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
2. CCSS.ELA-Literacy.RST.6-8.8: Distinguish among facts, reasoned judg-
ment based on research findings, and speculation in a text.
3. CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information
gained from experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic.
D. Range of Reading and Level of Text Complexity:
1. CCSS.ELA-Literacy.RST.6-8.10: By the end of grade 8, read and com-
prehend science/technical texts in the grades 6–8 text complexity band
independently and proficiently.2

There is no federal curriculum framework, so you will have to check with your state’s
Department of Education for guidelines specific to your state. While it is not necessarily

S H OU L D Y OU A D D N O N F I C T I O N ? ▲ 89
 the mission of the public library to support curriculum standards, they can be a useful
tool in creating your tween nonfiction collection. Nonfiction books are expensive, and if
your purpose is to provide homework help, it is important to know what type of home-
work your tween patrons may have. You can also speak with media specialists and check
your school district’s website for specific standards. A good working relationship with the
schools in your service area is beneficial in many ways, and worth the time and the effort.
Examples of books that may be helpful in supporting a middle school curriculum:

• Health resources including understanding of sexual development; puberty; so-

cial, emotional, and mental development; drug use and abuse; sexually transmit-
ted diseases.
• History resources including ancient civilizations, Native Americans, and basic world
and United States history. Both primary and secondary resources are recommended.
• Language arts resources should include how to understand and evaluate texts;
books about writing persuasive, argumentative, and cause-and-effect papers; and
basic ready reference such as a thesaurus and a dictionary.
• Math resources including multiplication, division, ratios, equations, algebra, and
beginning statistics.
• Science resources including ecosystems, matter and energy, Earth and the solar
system, geology, and biology.
• Social studies including United States and world geography, economic systems,
countries and cultures of the world, and the relationships between countries.

It is important to note that nonfiction books are not reviewed as much as fiction
books are, so determining what will work in your nonfiction collection may be a bit more
challenging. Some professional journals like School Library Journal and the Horn Book do
highlight nonfiction titles, usually using subject-specific lists. Enlisting the help of fellow
librarians and meeting with book representatives to see some nonfiction are two options
that will help you decide which titles will work for your collection. Below you will find
subject areas and certain titles that are worthy of consideration.

Health
Tweens might be looking for health resources for personal use or for schoolwork. These
books should have clear, straightforward information, nonjudgmental language, and
age-appropriate illustrations, which is to say, cartoon-like and unintimidating. Generally
speaking, these books use humor to make the potentially embarrassing subject matter
more comfortable for the reader. The books below are a good starting point; please see
appendix B for a complete list.

Title: The Fantastic Body: What Makes You Tick & How You Get Sick by Howard J. Bennett
NoveList description: An accessible, highly visual reference guide to the human body
collects fun facts, cool diagrams, and gross stories as well as a range of DIY projects
designed to promote further learning and less anxiety at the doctor’s office.3

Title: This Moment Is Your Life (and So Is This One): A Fun and Easy Guide to Mind-
fulness, Meditation, and Yoga by Mariam Gates

9 0 ▲ C hapter 8
 NoveList description: Don’t just do something, be here. A hands-on introduction to
mindfulness, meditation, and yoga includes quick exercises, tool kits, and five-day
challenges to help implement the techniques in real life.4

Title: What Makes You You? by Gill Arbuthnott

NoveList description: What Makes You You? is a mind-blowing introduction to the
building blocks of life—DNA! Amazing 3D-style illustrations and diagrams help
explain what it is, how it works, and what we can do with it. Breaking down com-
plex scientific concepts and processes into bite-sized chunks, this fascinating book
explains everything from the basics of evolution to the incredible achievements of
modern-day genetic research—and what’s in store for the future!5

History
Middle schoolers really begin to explore history, but finding unbiased, diverse history
books can be a challenge. A lot of history is ugly, but it is necessary for tweens to learn
about all of history, from ancient civilizations to terrorist attacks, from slavery to enduring
racism to the history of civil rights. It is important to include both primary and secondary
resources, and to find balanced accounts of various historical events.

Series Title: A Step into History series by Steven Otfinoski and Olugbemisola
Rhuday-Perkovich
Publisher description: Take a step back into some of the most important moments in
history with this exciting new series. From battles that changed the course of global
conflicts to books and songs that impacted popular culture, individual events can have
incredible effects on the world. Readers will discover how some of the most crucial
moments in history helped shape the world we live in today.6

Title: In the Shadow of Liberty: The Hidden History of Slavery, Four Presidents, and Five
Black Lives by Kenneth C. Davis
NoveList description: An examination of American slavery through the true stories
of five enslaved people who were considered the property of some of our best-
known presidents.7

Language Arts
Learning about language is crucial to reading comprehension, critical thinking, and writ-
ing clearly and concisely. Having tools and resources that help your patrons with the tech-
nical aspects of their assignments is just as important as having the informational books
they need to compile their research. There are several great series that you can purchase
that not only help with a student’s writing, but also give advice on note-taking and offer
suggestions to improve research and study skills.

Title of Series: Classroom How-To series by Valerie Bodden

NoveList Description: An approachable guide to help master and apply the writing,
speaking, and listening skills involved in conducting research projects, composing
arguments, and conveying results.8

S H OU L D Y OU A D D N O N F I C T I O N ? ▲ 91
 Title of Series: Great Tips on Writing (various authors; see appendix B)
Publisher Description: Great Tips on Writing delves into the mechanics of fun and
useful forms of writing. From poetry to persuasive essays, each book in this series
guides readers through a different writing process. Learn how to choose and research
your topic, organize your writing, hold your audience’s attention, and polish your
prose through 12 step-by-step tips.9

Math
The math resources you will need will likely be supplemental and used by those students
who need a bit more help in understanding their assignments. These titles may also be
used by parents, teachers, and tutors. A newer trend shows math in real-world situations,
which may make it more interesting to those patrons who find math boring. Be sure to
purchase books that include basic math skills along with information on fractions, deci-
mals, and beginning algebra.

Series Title: Go Figure! series by Anne Rooney and Hilary Koll

NoveList description: Fun pictograms and infographics about planet Earth make
learning about math topics such as volume, scale diagrams, division, and number lines
easy and fun. In this book, readers go on a mission to protect threatened areas around
the world and use their mathematical skills to measure geysers, protect forests, and
check on glaciers. Math puzzles and exercises help children build confidence in their
math skills.10

Series title: Making Math Work series by Joy Visto

NoveList description: Helpful guides for understanding the mathematical concepts
and real-world applications of arithmetic, including classroom tips, common terms
such as quotients, and exercises to encourage hands-on practice.11

Science
Science covers an incredibly broad range of topics, including ecosystems, astronomy,
biology, earth science, botany, and physics. Because of this, you may choose to add a few
books in each of these subject areas or, using your school district’s curriculum, concentrate
on the areas that will be most used academically by your patrons. The good news is that
there are numerous series published each year on these topics. Cavendish Square, Mason
Crest, and Enslow are just a few of the established publishers you can use to begin your
search. The bad news is that science topics can change rather quickly, so staying up to date
is of the utmost importance. Here are some titles to get you started.

Title: Cells: Experience Life at Its Tiniest by Karen Bush Gibson

NoveList description: An introduction to the basic building blocks of life exam-
ines their role in the health, reproduction, behaviors, and cycles of every living
thing, explaining how scientists have become skilled at using cell research to
create life-supporting tools, including hardier seeds, immunizations, and DNA
crime-solving technologies.12

9 2 ▲ C hapter 8
 Series Title: Science of Renewable Energy series (various authors; see appendix B)
Publisher description: The Science of Renewable Energy series introduces students to
several of today’s most important alternative energy sources. Readers will discover the
scientific concepts underlying these technologies, learn how they compare with fossil
fuels, and explore the cutting-edge research that is going on in each field. The books
explore what makes each renewable energy source unique and how each will fit into
our diversified energy future. Each volume includes callout definitions for subject
vocabulary, diagrams to enhance readers’ understanding of complex concepts, source
notes, and an annotated bibliography to facilitate deeper research.13

Social Studies
World geography, economic systems, and types of government are all part of a social
studies curriculum. Current events are also included, but adding print resources about
what is happening in the world right now can be problematic. The information becomes
dated quickly, and electronic resources are updated consistently and are readily available.
Challenges include possible bias in online information, and the wide distribution of “fake
news.” However, online databases (see chapter 4) can offer quality information from mul-
tiple reputable sources. Here are a few useful titles.

Title: Civic Unrest: Investigate the Struggle for Social Change by Marcia Amidon Lusted
NoveList description: An engaging study of the power of human will to change the
world examines the history of civic unrest and the methods people employ to advance
basic human rights.14

Series Title: What’s the Big Idea? A History of the Ideas That Shape Our World
by Tim Cook
Publisher Description: The What’s the Big Idea? series introduces readers to the de-
velopment of important concepts and principles that have shaped the modern world.
It shows how contemporary society, and the ideas we often take for granted, reflect
different ideas in the past, and provide a snapshot of how things work around the
world today.15

Growing Up: Self-Help for Tweens

As discussed earlier in the book, tweens are dealing with a lot of stressors beyond the
challenges of just growing up, which, of course, has its own set of demands and trials.
At home, some of your patrons might be dealing with a parent or other beloved family
member who is ill, divorce, or poverty. At school, they could be dealing with bullies or
learning disabilities. Personally, they may be struggling with their religious or spiritual
beliefs, questioning their gender and/or sexuality, or harboring an unhealthy body image.
While reading fiction books with characters that mirror their thoughts and feelings can
be helpful, it may also be beneficial for these tweens to read unbiased, nonjudgmental in-
formational works about whatever they are struggling with. Also, some readers are simply
drawn to nonfiction materials.

S H OU L D Y OU A D D N O N F I C T I O N ? ▲ 93
 For these types of books, the paperback version is a wise choice. First, they are cheaper.
Second, they are lightweight and easily portable. Finally, they are more appealing to young
readers. In fact, it is likely that paperback or ebook are the only formats that will be avail-
able. You may have to replace them more often, but that just means they are being used.

Bullying
As you read in chapter 7, there are more and more novels being published that feature
bullies, either as main or secondary characters. Nonfiction books will give readers back-
ground as to why someone may become a bully, as well as helpful coping mechanisms.
These books are often written by health professionals, or someone who was a victim, and
offer the reader resources for help.

Title: The Survival Guide to Bullying: Written by a Teen by Aija Mayrock

NoveList description: NEW, updated edition! Written by a teenager who was bullied
throughout middle school and high school, this kid-friendly book offers a fresh and
relatable perspective on bullying. Along the way, the author offers guidance as well
as different strategies that helped her get through even the toughest of days. The
Survival Guide to Bullying covers everything from cyberbullying to how to deal with
fear and how to create the life you dream of having. From inspiring “roems” (rap po-
ems), survival tips, personal stories, and quick quizzes, this book will light the way to
a brighter future. This updated edition also features new, never-before-seen content
including a chapter about how to talk to parents, an epilogue, and an exclusive Q&A
with the author.16

Title: To This Day: For the Bullied and Beautiful by Shane L. Koyczan
NoveList Description: Shane Koyczan’s well-known anti-bullying poem, illustrated
by thirty artists from around the world.17

LGBTQ+
This category is being placed under bullying because these kids are more likely to face the
wrath of other tweens and teens. Not only does this demographic have to face the fact
that they do not fit in with social norms (although these are very slowly changing), these
children have to deal with the insults, the ignorance, and in some cases, the relentless
bullying that can lead to physical violence. Some are lucky enough to have a supportive
family, or, at least, one supportive family member or close friend, but many of them have
to face this issue all on their own. Here are some titles.

Title: Being Jazz: My Life as a (Transgender) Teen by Jazz Jennings

NoveList description: The author recounts how her public experiences have influ-
enced her attitude towards the transgender community, as she works to educate
others about transgenderism while navigating the challenges of being a teenager.18

Title: Can I Tell You about Gender Diversity?: A Guide for Friends, Family and
Professionals by C. J. Atkinson

9 4 ▲ C hapter 8
 Publisher description: Kit, a twelve-year-old who identifies as a boy, explains all about
gender variance, the experience of medical transition and how his family, friends and
school can support him. This illustrated introduction to gender diversity will be a
helpful guide and discussion starter for children eleven and up, as well as for older
readers.19

Friendship, Love, and Drama

Learning how to navigate personal relationships is one of the hardest things about being
a tween. Adolescents are learning how to act in different social situations, and how to
form (hopefully) healthy relationships. Because puberty, with all of its physical and psy-
chological changes, occurs at different rates in different people, it can be difficult for kids
who have been friends since preschool to maintain their friendships, particularly if one
has become friendly with someone else or has new interests. All of the changes can be
hard on the friend “left behind,” and feelings of hurt and betrayal can be hard to handle.
Providing tweens with resources to help them deal with their changing relationships can
help in a variety of ways, including showing them how to deal with conflict in a healthy
way, and explaining that sometimes, relationships simply run their course, and it is no
one’s fault. American Girl publishes some fantastic books for both boys and girls that
deal with these situations.

Title: Drama, Rumors & Secrets: Staying True to Yourself in Changing Times by Nancy
Holyoke
NoveList description: Shares expert advice for how to avoid and diffuse drama-
related challenges including jealousy, gossip, and cyberbullying, offering insights
into the psychology of drama based on the experiences of real girls.20

Title: A Smart Girl’s Guide to Friendship Troubles: Dealing with Fights, Being Left Out,
and the Whole Popularity Thing by Patti Kelley Criswell
NoveList description: Offers girls help dealing with backstabbing, bullying, betrayal,
and other tough friendship problems through advice, quizzes, tips, and accounts of
girls who have overcome their differences and strengthened their friendship.21

Title: Guy Stuff: The Body Book for Boys by Cara Natterson
Publisher description: This book is full of advice, tips, and facts from a pediatrician
about how the body changes. Boys will find age-appropriate answers to questions
about voice changes, acne, bad breath, shaving, and everything in between.22

Just-for-Fun Nonfiction
Some tweens will venture into your nonfiction collection looking for recreational materials.
This can include books on crafting, drawing, cooking, and sports. They may also be inter-
ested in a topic because of a library program, so think about adding books related to any
performers you have hosted or programs you have run yourself. Books that teach magic
tricks and how to play an instrument may be of interest after a magician or musician en-
tertains the patrons. Additionally, books that give Minecraft tips and materials that show

S H OU L D Y OU A D D N O N F I C T I O N ? ▲ 95
 how to make YouTube videos may be in demand after a Minecraft party or stop-motion
animation workshop. Sports Illustrated Kids and National Geographic publish wonderful
series that will fit well in this category. Including some fun, recreational materials will,
again, show tweens that there is a place for them that supports their interests.

Title: The Craft a Day Book: 30 Projects to Make with Recycled Materials by Kari A.
Cornell
NoveList description: Reduce, reuse, and recycle—You can put the three Rs to work
with these thirty awesome crafts! Using recycled and reusable materials from around
the house, school, or a thrift store, you’ll find directions for making colorful lanterns
from paper and jars, ruffle skirts from t-shirts, scarves and mitts from your favorite
old sweaters and socks, and much more.23

Title: This or That? Book 1 by Brandon T. Snider

NoveList description: Poses humorous questions designed to promote fun and cre-
ative thought, including “Would you rather walk around for a day dressed as a clown
or wearing pants filled with tiny turtles?”24

No Nonfiction? No Problem!
Creating a tween collection is a worthwhile, time-consuming, rewarding experience.
The main focus can and should be fiction titles. These are the titles that will be browsed
by the target age group. While it would be great if you had the room and the time to
add nonfiction, it is not a requirement for a successful tween space. As long as you have
report-worthy, fun, and informative books on topics for children and youth of all ages,
the need will be met.
Nonfiction has a completely different mission: it seeks to inform, and young patrons
rarely browse it. When they need homework help, have questions they do not feel com-
fortable asking a grown-up, or they want to learn a new skill, they look in nonfiction.
Typically, their time spent in nonfiction has a specific purpose, whereas their time spent
in fiction is much more flexible.

Key Points
• Adding nonfiction can help bolster your tween collection, and this chapter shows
you how to evaluate and select nonfiction materials.
• Determine the purpose of your collection and use the specific titles given to get
you started.
• Nonfiction titles for middle schoolers are out there, and many reputable publishers
are printing series that are great for this age group. However, nonfiction books are
not reviewed as often as fiction, and it can be hard to determine where a title or a
series should go without actually seeing it.
• Considering using ebooks for your nonfiction collection.
• Adding nonfiction will certainly bulk up your tween space, but your space can and
will be effective without it.

9 6 ▲ C hapter 8
Notes
  1.  Common Core State Standards Initiative (n.d.), “English Language Arts Standards, His-
tory/Social Studies.” Accessed Sept 9, 2018. http://www.corestandards.org/ELA-Literacy/RH
/6-8/#CCSS.ELA-Literacy.RH.6-8.10.
 2. Common Core State Standards Initiative (n.d.), “English Language Arts Standards,
Science and Technology.” Accessed Sept 9, 2018. http://www.corestandards.org/ELA-Literacy
/RST/6-8/.
 3. NoveList K-8 Plus. Accessed Oct 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.
 4. Ibid.
 5. Ibid.
  6.  Scholastic Library Publishing (n.d.), “Step into History.” Accessed Oct 25, 2018. http://
scholasticlibrary.digital.scholastic.com/a-step-into-history/978-0-531-22509-7.html.
  7.  NoveList K-8 Plus.
 8. Ibid.
 9. 12-Story Library (n.d.), “Great Tips on Writing.” Accessed Oct 25, 2018. http://www
.12storylibrary.com/non-fiction/great-tips-on-writing/.
10.  NoveList K-8 Plus.
11. Ibid.
12. Ibid.
13.  ReferencePoint Press (n.d.), “The Science of Renewable Energy: 5 Hardcover Books.” Ac-
cessed Oct 25, 2018. http://www.referencepointpress.com/thescienceofrenewableenergyset.aspx.
14.  NoveList K-8 Plus.
15.  Cavendish Square (n.d.), “What’s the Big Idea? A History of the Ideas That Shape Our
World.” Accessed Oct 25, 2018. https://www.cavendishsq.com/series/What-s-the-Big-Idea
-A-History-of-the-Ideas-That-Shape-Our-World.
16.  NoveList K-8 Plus.
17. Ibid.
18. Ibid.
19.  Jessica Kingsley Publishing (n.d.), “Can I Tell You about Gender Diversity?” Accessed Oct
25, 2018. https://www.jkp.com/uk/can-i-tell-you-about-gender-diversity-1.html.
20.  NoveList K-8 Plus.
21. Ibid.
22.  American Girl Publishing (n.d.), “Guy Stuff: The Body Book for Boys.” Accessed Oct 25,
2018. http://www.americangirlpublishing.com/product/guy-stuff-the-body-book-for-boys/.
23.  NoveList K-8 Plus.
24. Ibid.

References
American Girl Publishing. (n.d.). “Guy Stuff: The Body Book for Boys.” Accessed October 25,
2018. http://www.americangirlpublishing.com/product/guy-stuff-the-body-book-for-boys/.
Cavendish Square. (n.d.). “What’s the Big Idea? A History of the Ideas That Shape Our World.”
Accessed October 25, 2018. https://www.cavendishsq.com/series/What-s-the-Big-Idea-A
-History-of-the-Ideas-That-Shape-Our-World.
Common Core State Standards Initiative. (n.d.). “English Language Arts Standards, History/
Social Studies.” Accessed September 9, 2018. http://www.corestandards.org/ELA-Literacy
/RH/6-8/#CCSS.ELA-Literacy.RH.6-8.10.

S H OU L D Y OU A D D N O N F I C T I O N ? ▲ 97
 Common Core State Standards Initiative. (n.d.). “English Language Arts Standards, Science
and Technology.” Accessed September 9, 2018. http://www.corestandards.org/ELA-Literacy
/RST/6-8/.
Jessica Kingsley Publishing. (n.d.). “Can I Tell You about Gender Diversity?” Accessed October 25,
2018. https://www.jkp.com/uk/can-i-tell-you-about-gender-diversity-1.html.
NoveList K-8 Plus. Accessed October 25, 2018. https://www.ebscohost.com/novelist/our
-products/novelist-k8.
ReferencePoint Press. (n.d.). “The Science of Renewable Energy: 5 Hardcover Books.” Accessed
October 25, 2018. http://www.referencepointpress.com/thescienceofrenewableenergyset
.aspx.
Scholastic Library Publishing. (n.d.). “Step into History.” Accessed October 25, 2018. http://
scholasticlibrary.digital.scholastic.com/a-step-into-history/978-0-531-22509-7.html.
12-Story Library. (n.d.). “Great Tips on Writing.” Accessed October 25, 2018. http://www.12story
library.com/non-fiction/great-tips-on-writing/.

9 8 ▲ C hapter 8
 CHAPTER 9

Budgets

IN THIS CHAPTER

PP Sample budgets
PP Purchasing decisions and communication

M
ONEY, MONEY, MONEY. Some libraries have ample materials budgets and can
purchase whatever they wish, even multiple copies of popular best-sellers, but
most have to be extremely selective in their choices. Generally, material budgets
are divided in such a way that the adult collections get two-thirds, while children’s (which
in some cases includes teen) collections get one-third. From there, the budgets may be
divided even further, with each smaller collection (picture books, early readers, juvenile
fiction, and teen fiction) receiving a chunk. Now, in the same way that you do not need
more space, you do not need more funds to create a tween collection. By reallocating
the funds you are given, taking a bit from juvenile fiction and from teen fiction, you can
continue to add books to tween without using additional money.
In the sample budgets below, money is taken only from juvenile and teen. The picture
book and early reader budgets are not being reduced because tween books will not come
from these collections. Budgeting an equal amount for the juvenile, tween, and teen col-
lections is logical because these collections are similar in size and, in most cases, similar
in circulation.
As you can see, while it might take a little massaging, the budget can be divided up
fairly, evenly, and proportionate to the size of each collection. It is important to remember
that juvenile and teen are not “losing” any money—tween materials were already being
purchased, it’s just that these books were not being separated out into a distinct collection.

▲ 99
 Sample Budgets
Sample Budget 1

Sample Budget 2

Sample Budget 3

Sample Budget 4

1 0 0 ▲ C hapter 9
Purchasing Decisions and Communication
In your library, you may be a “department of one” and do all of the purchasing from board
books to teen fiction. In this case, you can divide the money however you see fit, and
may only have to communicate with your circulation or cataloging staff about processing
decisions and proper classification. Of course, processing and cataloging may be part of
your job as well.
Maybe in your library you are part of a children’s department that has a handful of
children’s librarians. In this case, you may be responsible for purchasing juvenile fiction,
someone else will be purchasing tween fiction, and another librarian will be purchasing
teen fiction. This is the scenario that we will focus on here.
In this case, communication is key. Because funds are limited, you do not want to
purchase duplicate copies of books and put them in different collections. Not only is this
a waste of money, but it will also be confusing to the very people you are trying to serve.
While it is not unusual for an author’s books to be in more than one area ( James Patter-
son writes for all ages, for example), it is important for all of the same titles to be placed
in the same area and cataloged identically.
These are some simple guidelines for book purchasing decisions:

• The main character or characters are in middle school.

• The reviews recommend the book/series for grades 5–8.
• The main character “comes of age,” deals with a major life change, or faces trauma
or tragedy. Examples include abuse, alcoholism, bullying, suicide, and violence.
• The storyline deals with gender identity or other LGQBT+ concerns.
• The storyline deals with first romance (heterosexual or homosexual).

Some vendors allow all user accounts in the same library system to be linked. This is
helpful, because each librarian can see if an item they are interested in has already been
ordered by another librarian, or is sitting in another librarian’s cart. If it is, that opens the
discussion of “is this item appropriate for my collection?” This is where communication
and flexible ownership of collections becomes vitally important.
First of all, remember that you are all on the same team. In fact, if two librarians
want to purchase the same book, then it shows that, in fact, they are on the same page
and have the same collection development philosophy. If this does happen, discuss the
title and explain why you want it in your respective collections. Make a decision with the
understanding that the title can be reevaluated in six or twelve months, or as time allows.
Perhaps it will work well in tween, perhaps it will work better in the other collection.
Make any subsequent decisions based on circulation, with the understanding that the
collections are fluid, and the goal is to serve your patrons in the best way possible.
You can also consider having monthly meetings with relevant staff to discuss new
titles that are being published. While this may not be feasible, or you simply do not
want to attend yet another meeting, getting together from time to time may not be a bad
idea. Effective meetings can be brief (thirty minutes) and extremely worthwhile. Even
joint email communications can be beneficial. Librarians read various unique articles and
emails, have different opinions and interests, and belong to different social media groups;
speaking with each other may alert you to titles that you otherwise may have missed.
Furthermore, we all have different reading habits and preferences. Perhaps science fiction

B u dgets ▲ 101
 and fantasy are not your favorites, but mysteries and realistic fiction are. There is nothing
wrong with librarians using their strengths when making purchasing decisions. Dividing
up purchasing decisions by genre may be the way to go for your library.
An additional point to consider is this: when money is dedicated to only middle
school titles, it essentially frees up money for both juvenile and teen collections. Perhaps
you can purchase more diverse titles for juvenile and edgier titles for teen because, while
the budgets are “smaller,” so are the parameters. Juvenile becomes a collection for grades
2–5, and teen becomes a collection for high school.

Key Points
• It is important to understand that you already have the funds to create your tween
collection.
• By simply reallocating funds, you will see that purchasing new items can be a
seamless process.
• Communication with other librarians in your building and relying on the strengths
of each librarian is key.

1 0 2 ▲ C hapter 9
 CHAPTER 10

Marketing Your Tween

Collection

IN THIS CHAPTER

PP Press releases
PP Social media
PP Talking points

Press Releases

Y
OU HAVE SPENT A FEW MONTHS (maybe even close to a year) evaluating, se-
lecting, purchasing, cataloging, and rearranging this space for your middle school
patrons. The change could be subtle or obvious, and some patrons may have already
noticed and asked questions about what you are doing. The collection is going to get no-
ticed just through regular library usage, but there is nothing wrong with taking the time
to really draw attention to it. Some librarians are great at public relations and marketing
their library; others have a more difficult time. Here are some examples of press releases,
social media content, and talking points to help you show your patrons, stakeholders, and
community this wonderful new resource.
Here is a sample press release:

Press Release
For Immediate Release
Date

City, State—The [Name of Library] has been making some changes. Over the last few
months, youth librarians have been working on evaluating and reclassifying the children’s
and teen collection. The result: a brand-new Tween Collection, which houses books spe-
cifically for middle school students. “The tween collection bridges the gap between the

▲ 103
 younger juvenile chapter books and the more mature teen books,” says [name of librarian].
“It fills a genuine need.”
While most of these items were already owned by the library, the rearrangement
and reclassification show middle school patrons and their parents that these books are
specifically for them, not by reading level, but rather with characters and storylines that
mirror their lives. “Of course, if an elementary school student wants to check out a tween
book, or a middle schooler wants to check out a chapter book, that’s okay, too!” [name]
states. “The entire library is open to everyone, and any patron can check out any book
that appeals to them.”
The tween section also has comfortable seating, and a table and chairs for students
doing homework or working on a group project. “We are excited that this project has
come to fruition. So far, library customers have been very pleased with the change,”
says [name].

Social Media
Some libraries have a fantastic social media presence. They are able to get their statuses
shared, and some may even go viral! Other librarians may find the very thought of social
media interaction to be daunting. However, posting on social media does not have to be
scary, and it can be an extremely effective way to promote your programs and collections.
Plus, you can reach your patrons immediately, and then again when the press release is
published. It is also likely that you will be hitting a completely different demographic.
The downside of social media can be the comments. As we know, people can be
exceptionally rude and disrespectful when hiding behind a computer screen, sometimes
making comments that are inaccurate or downright mean. While it is rare that this is
going to happen to a post about a new collection or a book group, it is important to have
a plan for damage control. Facebook will allow the owner of a page to delete comments
and turn off commenting if things get out of hand; just be sure to have some staff member
monitor your page, especially after a post is made.
Here is a sample Facebook post:

The ABC Library would like to announce the opening of its new Tween Section! This
area houses books, video games, and audiobooks that are specifically intended for middle
school students. But don’t worry, adults and kids can check it out, too!

Sample Twitter Posts:

Looking for middle school books? Check out our new Tween Collection!

Our middle school books are getting a new home. Check out our new Tween Collection!

The dust has settled! Our Tween Section is open for business!

Talking Points
When speaking about your tween collection, it is important to explain it in such a way
that it feels both inclusive to all of your patrons and, at the same time, welcoming and
special to your middle school patrons.

1 0 4 ▲ C hapter 1 0
 • “While this area houses books that middle schoolers will be interested in, anyone
can check out items from here.”
• “The intent of this area is to let maturing readers find their reading preferences
without introducing them to issues that they may not yet be ready for.”
• “Tween books have storylines with middle schoolers dealing with typical middle
school issues: bullying, changing family dynamics, increasing athletic and academic
competition, and interpersonal relationships.”
• “The tween collection bridges the gap between the younger juvenile collection and
the older teen collection.”

By the time you have completed your tween collection, you will likely have plenty to
talk about, and will end up marketing it almost accidentally. Be proud of your hard work,
and show it by talking about all the things you have learned in this process. It won’t take
long for patrons to appreciate what you have done and to share their positive experiences
with others. Also, take time to breathe. This has taken up a lot of your time and energy,
but now the “hard part” is over, and you can enjoy the fruits of your labors.

Key Points
• Be proud of your new collection and use the talking points to publicize it.
• Use the tools that you have: press releases, social media, word of mouth.
• It is important to draw some attention to it, not only because you have worked so
hard on it, but also because it may need a bit of explanation.

References
Wynne, Robert. 2016. “How to Write a Press Release.” Forbes, June 13. https://www.forbes.com
/sites/robertwynne/2016/06/13/how-to-write-a-press-release/#6ddde60c3b93.

M arketing Y o u r T ween C o llecti o n ▲ 105

Appendix A
Selected Titles: Fiction

Bullying
Alexander, Kwame. Booked. Boston: Houghton Mifflin Harcourt, 2016. 9780544570986.
Anderson, John David. Posted. New York: Walden Pond Press, 2017. 9780062338204.
Asher, Diana Harmon. Sidetracked. New York: Amulet Books, 2017. 9781419726019.
Barnhill, Kelly Regan. The Mostly True Story of Jack. New York: Little, Brown, 2011.
9780316056700.
Boelts, Manbeth. The P. S. Brothers. Boston: Harcourt, 2010. 9780547342498.
Bowling, Dusti. 24 Hours in Nowhere. New York: Sterling Children’s Books, 2018.
9781454929246.
Butcher, Kristin. Cabin Girl. Victoria, BC: Orca Books, 2014. 9781459806504.
Callender, Kheryn. Hurricane Child. New York: Scholastic Press, 2018. 9781338129304.
Caroll, Robin. Samantha Sanderson on the Scene. Grand Rapids, MI: Zonderkidz, 2014.
9780310742470.
Deans, Sis Boulos. Racing the Past. New York: Henry Holt & Co., 2001. 9780310742470.
DeFelice, Cynthia C. Fort. New York: Farrar Straus Giroux, 2015. 9780374324278.
Evangelista, Beth. Gifted. New York: Walker, 2005. 0802789943.
Flores-Galbis, Enrique. 90 Miles to Havana. New York: Roaring Brook Press, 2010.
9781596431683.
Gino, Alex. George. New York: Scholastic, 2015. 9780545812542.
Going, K. L. The Liberation of Gabriel King. New York: G. P. Putnam’s Sons, 2005. 039923991X.
Goldblatt, Mark. Twerp. New York: Random House, 2013. 9780375971426.
Greenwald, Lisa. TBH, This Is So Awkward. New York: Katherine Tegen Books, 2018.
9780062689900.
Grimes, Nikki. Garvey’s Choice. Honesdale, PA: Wordsong, 2016. 9780062689900.
Hahn, Mary Downing. One for Sorrow: A Ghost Story. Boston and New York: Clarion Books,
2017. 9780544818095.
———. Where I Belong. Boston: Clarion Books, 2014. 9780544230200.
Hennessey, M. G. The Other Boy. New York: Harper, 2016. 9780062427663.
Holt, K. A. Rhyme Schemer. San Francisco: Chronicle Books, 2014. 9781452127002.

▲ 107
 Katz, Farley. Journal of a Schoolyard Bully: Cyberbully. New York: St. Martin’s Press, 2012.
9780312606589.
———. Journal of a Schoolyard Bully: Notes on Nougies, Wet Willies, and Wedgies. New York: St.
Martin’s Griffin, 2011. 9780312681586.
Keating, Jess. How to Outrun a Crocodile When Your Shoes Are Untied. Naperville, IL: Sourcebooks
Jabberwocky, 2014. 9780312606589.
Kehret, Peg. Escaping the Giant Wave. New York: Simon & Schuster Books for Young Readers,
2003. 068985272X.
Kelly, Erin Estrada. Blackbird Fly. New York: Greenwillow Books, 2015. 9780062238610.
———. Hello, Universe. New York: Greenwillow Books, 2017. 9780062238610.
———. You Go First. New York: Greenwillow Books, 2018. 9780062414182.
LaFleur, Suzanne M. Eight Keys. New York: Wendy Lamb Books, 2011. 9780062414182.
Lai, Thanhha. Inside Out and Back Again. New York: HarperCollins, 2011. 9780062574022.
Levine, Kristin. The Paper Cowboy. New York: G. P. Putnam’s Sons, 2014. 9780399163289.
McKay, Hilary. Indigo’s Star. New York: Margaret K. McElderry Books, 2004. 9781416914037.
Naylor, Phyllis Reynolds. Going Where It’s Dark. New York: Delacorte Press, 2016.
9780553512434.
Palacio, R. J. Auggie and Me: Three Wonder Stories. New York: Alfred A. Knopf, 2015.
9781101934869.
Patterson, James. I, Funny: A Middle School Story (Middle School series). New York: Little,
Brown & Co. 978031626938.
Peck, Richard. The Best Man. New York: Dial Books for Young Readers, 2016. 9780803738393.
Rue, Nancy. So Not Okay (Mean Girl Makeover series). Nashville, TN: Thomas Nelson Publishers,
2014. 9781400323708.
Russell, Rachel Renee. Locker Hero (Misadventures of Max Crumbly series). New York: Aladdin,
2016. 9781481460019.
Rylander, Chris. The Fourth Stall. New York: Walden Pond Press, 2011. 9780061994968.
Sachar, Louis. Fuzzy Mud. New York: Delacorte Press, 2015. 9780375991295.
Smith, Heather. Ebb and Flow. Toronto: Kids Can Press, 2018. 9781771388382.
Smy, Pam. Thornhill. New York: Roaring Brook Press, 2017. 9781626726543.
Sonnenblick, Jordan. The Secret Sheriff of Sixth Grade. New York: Scholastic, 2017.
9780545863209.
Stoddard, Lindsey. Just Like Jackie. New York: HarperCollins Children’s Books, 2018.
9780062652911.
Thompson, Holly. Falling into the Dragon’s Mouth. New York: Henry Holt, 2016.
9780545863209.
Vail, Rachel. Unfriended. New York: Viking, 2014. 9780147511546.
Weber, Lori. Picture Me. Toronto: James Lorimer & Company, 2013. 9781459405097.
Wientge, Kristi. Karma Khullar’s Mustache. New York: Simon & Schuster Books for Young
Readers, 2017. 9781481477703.
Wilhelm, Doug. The Revealers. New York: Farrar, Straus and Giroux, 2003. 0374362556.
Wolk, Lauren. Wolf Hollow. New York: Dutton Children’s Books, 2016. 9781101994825.
Yee, Lisa. Warp Speed. New York: Arthur A. Levine Books, 2011. 9780545122764.

Child Abuse and Violence

Abbott, Tony. The Summer of Owen Todd. New York: Farrar Straus Giroux, 2017.
9780374305505.
Barnes, Derrick D. We Could Be Brothers. New York: Scholastic Press, 2010. 9780545135733.
Blejwas, Emily. Once You Know This. New York: Delacorte Press, 2017. 9781524700973.
Cherry, Kathleen. Everyday Hero. Victoria, BC: Orca Books, 2016. 9781459809826.

1 0 8 ▲ A ppendi x A
 De Graaf, Anne. Son of a Gun. Grand Rapids, MI: Eerdmans Books for Young Readers, 2012.
9781451756623.
Galante, Cecilia. Strays Like Us. New York: Scholastic, 2018. 978133804300.
Henson, Heather. Dream of Night. New York: Atheneum Books for Young Readers, 2010.
9781416948995.
Key, Watt. Dirt Road Home. New York: Farrar Strauss Giroux, 2010. 97814517522625.
Kreller, Susan. You Can’t See the Elephants. New York: G. P. Putnam’s Sons, 2015.
9780399172090.
Lehr, Dick. Trell. Somerville, MA: Candlewick Press, 2017. 9780763692759.
Moore, David Barclay. The Stars Beneath Our Feet. New York: Alfred A. Knopf, 2017.
9781432849160.
Olson, Gretchen. Call Me Hope. New York: Little, Brown, 2007. 9780316012362.
Paulsen, Gary. Paintings from the Cave: Three Novellas. New York: Wendy Lamb Books, 2011.
9780385909211.
Smy, Pam. Thornhill. New York: Roaring Brook Press, 2017. 9781626726543.
Springstubb, Tricia. Every Single Second. New York: HarperCollins Children’s Books, 2016.
9780606403955.
Watson, Renee. What Momma Left Me. New York: Bloomsbury, 2010. 9781451752663.
Welch, Sheila Kelly. Waiting to Forget. South Hampton, NH: Namelos LLC, 2011.
9781608981144.

Fantasy
Barnhill, Kelly Regan. The Girl Who Drank the Moon. Chapel Hill, NC: Algonquin Young Read-
ers, 2016. 9781432840938.
Begler, Peter. The Fearless Traveler’s Guide to Wicked Places. Mankato, MN: Capstone Press, 2017.
9781623707996.
Bouwman, H. M. A Crack in the Sea. New York: G. P. Putnam’s Sons, 2017. 9781549026041.
Donnelly, Jennifer. Lost in a Book. Glendale, CA: Disney Press, 2017. 9781484780985.
Durst, Sarah Beth. Journey Across the Hidden Islands. Boston: Clarion Books, 2017.
9781328941657.
Mafi, Tahereh. Furthermore. New York: Dutton Children’s Books, 2016. 9780606404938.
———. Whichwood. New York: Dutton Children’s Books, 2017. 9781544423081.
McNeill, Malcolm. The Beginning Woods. New York: Sky Pony Press, 2014. 9781510722903.
Neff, Henry. Impyrium. New York: Harper, 2016. 9781537995755.
Orr, Wendy. Dragonfly Song. Toronto: Pajama Press, 2016. 9781772780376.
Parkinson, Siobhan. Miraculous Miranda. New York: Hachette Books, 2018. 9781444929072.
Starmer, Aaron. The Riverman. New York: Farrar Straus Giroux, 2014. 9781250056856.
———. The Storyteller. New York: Farrar Straus Giroux, 2016. 9781250104182.
———. The Whisper. New York: Farrar Straus Giroux, 2015. 97812500073365.
Valente, Catherynne M. The Glass Town Game. New York: Margaret K. McElderry Books, 2017.
9780606414647.

Friendship and Drama

Abdel-Fattah, Randa. The Friendship Matchmaker. New York: Walker & Co., 2012.
9780802728326.
Bowling, Dusti. Insignificant Events in the Life of a Cactus. New York: Sterling, 2017.
9781454923459.

A ppendi x A ▲ 109
 Cavanaugh, Nancy J. Always Abigail. Naperville, IL: Sourcebooks, 2014. 9781518234347.
Cerra, Kerry O’Malley. Just a Drop of Water. New York: Skyhorse Publishing, 2014.
9781518235641.
Chainani, Soman. The School for Good and Evil (School for Good and Evil series). New York:
Harper, 2013. 9780062434975.
Chase, Paula Jeanne. So Done. New York: HarperCollins Children’s Books, 2018.
9780062691781.
Davies, Jacqueline. Nothing but Trouble. New York: Katherine Tegen Books, 2016.
9780062369888.
DiCamillo, Kate. Raymie Nightingale. Somerville, MA: Candlewick Press, 2016.
9781544405780.
Frank, Steven. Armstrong and Charlie. Boston: Houghton Mifflin Harcourt, 2017.
9780544826083.
Frost, Helen. Salt: A Story of Friendship in a Time of War. New York: France Foster Books, 2013.
9781518208379.
Han, Jenny. Shug. New York: Simon and Schuster Books for Young Readers, 2016.
9780786294985.
Hyman, Fracaswell. Mango Delight. New York: Sterling Children’s Books, 2007.
97815444232310.
Larson, Hope. All Summer Long. New York: Farrar Straus Giroux, 2018. 9780606411110.
Levine, Kristin. The Lions of Little Rock. New York: G. P. Putnam’s Sons, 2012. 9781451799279.
Lisle, Janet Taylor. Quicksand Pond. New York: Atheneum Books for Young Readers, 2017.
9781549071829.
Maschari, Jennifer. Things That Surprise You. New York: Balzer + Bray, an imprint of HarperCollins,
2017. 9780062438928.
Mass, Wendy. Every Soul a Star. New York: Little, Brown & Co., 2008. 9781606865231.
Messner, Kate. Breakout. New York: Bloomsbury Children’s Books, 2018. 9781681195360.
Russell, Rachel Renee. Tales from a Not-So-Friendly Frenemy (Dork Diaries series). New York:
Aladdin, 2016. 9781481479202.
Schmidt, Gary D. Okay for Now. New York: Clarion Books, 2011. 9781451795080.
Stead, Rebecca. Goodbye Stranger. New York: Wendy Lamb Books, 2015. 9780375990984.
———. Liar & Spy. New York: Wendy Lamb Books, 2012. 9780385906654.
Teagan, Erin. The Friendship Experiment. Boston: Houghton Mifflin Harcourt, 2016.
9780544636224.
Vail, Rachel. Well, That Was Awkward. New York: Viking, 2017. 9780606408769.

Graphic Novels
Collar, Orpheus. The Red Pyramid: The Graphic Novel (Kane Chronicles series). New York: Dis-
ney Hyperion, 2012. 9781423150688.
Pullman, Philip. The Golden Compass Graphic Novels (His Dark Materials trilogy), adapted by
Stephane Melchior. New York: Alfred A. Knopf, 2015. 9780553523720.
Russell, P. Craig. The Graveyard Book: Graphic Novel Volume 1. New York: HarperCollins reprint,
2015. 9780062194817.
———. The Graveyard Book: Graphic Novel Volume 2. New York: HarperCollins, 2014.
9780062194831.
Telgemeier, Raina. Drama.. New York: Graphix, 2012. 9780545766388.
———. Ghosts. New York: Graphix, 2016. 9780545540605.
———. Sisters. New York: Graphix, 2014. 9781338269161.
———. Smile. New York: Graphix, 2010. 9780545540629.

1 1 0 ▲ A ppendi x A
Mental Illness/Disabilities
Balwin, Cindy. Where the Watermelons Grow. New York: HarperCollins Children’s Books, 2018.
9780062665867. (Schizophrenia in a parent)
Dee, Barbara. Everything I Know about You. New York: HarperCollins Children’s Books, 2018.
9781534405097. (Anorexia)
Dionne, Erin. Light, Camera, Disaster. New York: Arthur A. Levine Books, 2018.
9781338134087. (ADHD, anxiety)
Foster, Stewart. All the Things That Could Go Wrong. Boston: Little, Brown and Company, 2018.
9780316416856. (OCD)
Harrington, Karen. Courage for Beginners. Boston: Little, Brown and Company, 2014.
9781480688175. (Agoraphobia in a parent)
Holmes, Elizabeth. The Normal Kid. Minneapolis: Carolrhoda Books, 2012. 9781467767910.
(Asperger’s syndrome)
Hubbard, Kristen. Watch the Sky. Minneapolis: Carolrhoda Books, 2012. 9781484708804.
(Paranoia in a step-parent)
Jones, Traci L. Silhouetted by the Blue. New York: Simon & Schuster Books for Young Readers,
2016. 9781429962537. (Depression in a parent)
Keller, Tae. The Science of Unbreakable Things. Minneapolis: Carolrhoda Books, 2012.
9781524715663. (Depression in a parent)
King, Wesley. OCDaniel. New York: Simon & Schuster Books for Young Readers, 2016.
9781518244650. (OCD)
Moulton, Erin E. Chasing the Milky Way. New York: Philomel Books, 2014. 9780399164491.
(Manic depression in a parent)

Novels in Verse
Alexander, Kwame. The Crossover. New York: Houghton Mifflin Harcourt, 2014.
9781432849801.
———. Rebound. New York: Houghton Mifflin Harcourt, 2014. 9780544868137.
Burg, Ann E. All the Broken Pieces. New York: Houghton Mifflin Harcourt, 2014.
9781451753387.
———. Serafina’s Promise: A Novel in Verse. New York: Scholastic, 2013. 9781480693050.
———. Unbound: A Novel in Verse. New York: Scholastic, 2016. 9780545934275.
Cormier, Robert. Frenchtown Summer. New York: Scholastic, 2016. 9781439551776.
Crowder, Melanie. Audacity. New York: Philomel Books, 2015. 9781518213854.
Engle, Margarita. Jazz Owls: A Novel in Verse. New York: Philomel Books, 2015.
9781534409439.
———. The Lightning Dreamer: Cuba’s Greatest Abolitionist. New York: Philomel Books, 2015.
9780547807430.
Grover, Lorie Ann. On Pointe. New York: Philomel Books, 2015. 9780689865251.
Holt, K. A. Knockout. San Francisco: Chronicle Books, 2018. 9781452163581.
———. Rhyme Schemer. San Francisco: Chronicle Books, 2014. 9780606393751.
LeZotte, Ann Clare. T4: A Novel in Verse. Boston: Houghton Mifflin Co., 2008.
9780547046846.
Thompson, Holly. Falling into the Dragon’s Mouth. New York: Henry Holt, 2016.
9781250103994.
Weston, Robert Paul. Zorgamazoo. New York: Razorbill, 2008. 9781595141996.
Wilson, Gahan. Brains for Lunch: A Zombie Novel in Haiku?! New York: Roaring Brook Press,
2010. 9781596436299.

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 Scary Stuff
Auxier, Jonathan. The Night Gardener. New York: Amulet Books, 2014. 9781480689138.
Beatty, Robert. Serafina and the Black Cloak (Serafina series). New York: Disney Hyperion, 2015.
9781518229923
Black, Holly. Doll Bones. New York: Margaret K. McElderry Books, 2013. 9781480647145.
Buckingham, Royce. The Dead Boys. New York: G. P. Putnam’s Sons, 2010. 978039925228.
Carroll, Emma. Strange Star. New York: Delacorte Press, 2018. 9780399556050.
Collier, James Lincoln. The Dreadful Revenge of Ernest Gallen. New York: Bloomsbury Children’s
Books, 2008. 9781599902203.
DeQuidt, Jeremy. The Wrong Train. New York: Scholastic, 2017. 9781338121254.
Hahn, Mary Downing. Took. New York: Clarion Books, 2015. 9781518243127.
Horowitz, Anthony. Groosham Grange. New York: Philomel Books, 2008. 9781442089990.
Kehret, Peg. Stolen Children. New York: Penguin, 2008. 9781442089648.
Leck, James. After Dark. Toronto: Kids Can Press, 2015. 978177181109.
Lubar, David. Weenies Short Story Collections (Weenies series). New York: Starscape, 2003–2016.
Morton-Shaw, Christina. Hunt of the Seventh. New York: Katherine Tegen Books, 2008.
9781442076518.
Northrop, Michael. Polaris. New York: Scholastic, 2018. 9780545297165.
Ormsbee, K. E. The House in Poplar Wood. San Francisco: Chronicle Books, 2018.
9781452149868.
Pines, T. Thirteen: 13 Tales of Horror. New York: Scholastic, 1991. 9780590452564.
Poblocki, Dan. The Gathering (Shadow House series). New York: Scholastic, 2016.
9781338091274.
Porti, James. Dead City. New York: Aladdin, 2012. 9781480629011.
Schusterman, Michelle. Spell and Spindle. New York: Random House Children’s Books, 2018.
97803399550706.
Scieszka, Jon (ed.). Terrifying Tales (Guys Read series). New York: Waldon Pond Press, 2015.
9780062385581.
Smith, Ronald. Hoodoo. Boston: Houghton Mifflin, 2015. 9781544935617.
Stine, R. L. (ed.). Fear: 13 Stories of Suspense and Horror. New York: Dutton, 2010.
9780525421689.

Sexuality, including LGBTQ+

Bell, Eric. Alan Cole Is NOT a Coward. New York: Roaring Brook Press, 2010. 9780062567024.
Blake, Ashley Herring. Ivy Aberdeen’s Letter to the World. New York: Roaring Brook Press, 2010.
9780316515467.
Brooks, Ben. Stories for Boys Who Dare to Be Different. Philadelphia: Running Press Kids, 2018.
9780762465927.
Bunker, Lisa. Felix Yz. New York: Viking, 2017. 9780425288504.
Callender, Kheryn. Hurricane Child. New York: Scholastic, 2018. 9781338129304.
Clarke, Cat. The Pants Project. Naperville, IL: Sourcebooks Jabberwocky, 2017. 9780192638094.
Dee, Barbara. Star-Crossed. New York: Aladdin, 2017. 9781481478489.
Federle, Tim. Better Nate than Ever. New York: Simon & Schuster Books for Young Readers,
2013. 9781442446892.
———. Five, Six, Seven, Nate. New York: Simon & Schuster Books for Young Readers, 2014.
9781442446939.
Garden, Nancy. Holly’s Secret. New York: Farrar Straus Giroux, 2000. 9780374332730.
Gennari, Jennifer. My Mixed-Up Berry Blue Summer. Boston: Houghton Mifflin Harcourt, 2012.
9780547577395.

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 Gephart, Donna. Lily and Dunkin. New York: Delacorte Press, 2016. 9780553536744.
Gino, Alex. George. New York: Scholastic, 2015. 9780545812542.
Grant, Joyce. Tagged Out. Toronto: James Larimer, 2016. 9781459410756.
Hennessey. M. G. The Other Boy. New York: Harper, 2016. 9780062427663.
Hitchcock, Shannon. One True Way. New York: Scholastic Press, 2018. 9781338181722.
Howe, James. The Misfits. New York: Scholastic, 2018. 9780689839559.
Oh, Ellen (ed.). Flying Lessons and Other Stories. New York: Roaring Brook Press, 2010.
9781101934593.
Ostertag, Molly. The Witch Boy. New York: Graphix, 2017. 9781338089523. (Graphic novel)
Peck, Richard. The Best Man. New York: Dial Books for Young Readers, 2016. 97808037389393.
Polonsky, Ami. Gracefully Grayson. New York: Hyperion, 2014. 9781423185277.
Salat, Cristina. Living in Secret. New York: Bantam Books, 1993. 9780916020026.
Sanchez, Alex. Hard to Say. New York: Simon & Schuster Books for Young Readers, 2004.
9780689865640.
Tamaki, Maiko. Lumberjanes Volume 1: Beware the Kitten Holy. Los Angeles: Boom! Studios,
2015. 9781608866878. (Graphic novel)
———. The Moon Is Up. New York: Amulet Books, 2018. 9781419728686. (Graphic novel)
———. Unicorn Power! New York: Amulet Books, 2017. 9781419727252. (Graphic novel)
Telgemeier, Raina. Drama. New York: Graphix, 2012. 9780545326988. (Graphic novel)

Sports
Alexander, Kwame. The Crossover: A Basketball Novel. Boston: Houghton Mifflin Harcourt, 2014.
9780544107717.
Bauer, Joan. Soar. New York: Viking Group, 2016. 9780451470348.
Berk, Josh. Strike Three, You’re Dead. New York: Knopf Books for Young Readers, 2013.
9780575870088.
Boateng, Johnny. Hustle. Toronto: James Larimer and Company, 2014. 9781459406056.
Bowen, Fred. Throwing Heat. Atlanta: Peachtree, 2010. 9781561455409.
Day, Karen. No Cream Puffs. New York: Wendy Lamb Books, 2008. 9780375837753.
Fehler, Gene. Forced Out (Travel Team series). Minneapolis: Darby Creek, 2012.
9780761383215.
Green, Tim. Deep Zone: A Football Genius Novel. New York: HarperCollins Children’s Books,
2011. 9780062012449.
———. Unstoppable. New York: Harper, 2012. 9780062089564.
Gutman, Dan. Baseball Card Adventures series. New York: Avon Books, 1997–2015.
Haddix, Margaret Peterson. Game Changer. New York: Simon & Schuster Books for Young
Readers, 2012. 9780689873805.
Heldring, Thatcher. The League. New York: Delacorte Press, 2013. 9780385741811.
Kendall, Christine. Riding Chance. New York: Scholastic, 2016. 9780545924047.
Lupica, Mike. Game Changers. New York: Scholastic, 2012. 9780545381826.
———. The Million-Dollar Throw. New York: Philomel Books, 2009. 9780399246265.
Mancusi, Mari. Golden Girl. New York: Aladdin, 2015. 9781481437639.
Montalbano, Andrea. Breakaway. New York: Philomel Books, 2010. 9780399252150.
Northrop, Michael. Plunked. New York: Scholastic, 2012. 9780545297141.
Ritter, John H. The Desperado Who Stole Baseball. New York: Philomel Books, 2009.
9780399246647.
Scaletta, Kurtis. Mudville. New York: Alfred A. Knopf, 2009. 9780375855795.
Scieszka, Jon (ed.). The Sports Pages (Guys Read series). New York: Walden Pond Press, 2012.
9780061963780.
Skuy, David. Striker (Cody trilogy). Toronto: James Larimer, 2013. 9781459411852.

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 Tooke, Wes. King of the Mound: My Summer with Satchel Paige. New York: Simon & Schuster
Books for Young Readers, 2012. 97881442433465.
Vernick, Audrey. Screaming at the Ump. Boston: Clarion Books, 2014. 9780544252080.

Substance Abuse (Alcoholism)

Airgood, Ellen. The Education of Ivy Blake. New York: Graphix, 2012. 978158119705.
(Graphic novel)
Britt, Fanny. Louis Undercover. Toronto: House of Anansi Press, 2017. 9781554988594.
Davis, Michele Ivy. Evangeline Brown and the Cadillac Motel. New York: Dutton Children’s
Books, 2004. 9781554988594.
Day, Karen. Tall Tales. New York: Wendy Lamb Books, 2007. 9781439588611.
Mason, Simon, Moon Pie. New York: David Fickling Books, 2011. 9780385752350.
Moses, Sheila P. Joseph. New York: Margaret K. McElderry Books, 2008. 9781451710311.

Suicide
Avery, Tom. My Brother’s Shadow. New York: Schwartz & Wade Books, 2014. 9780385384889.
Brenna, Beverly. Fox Magic. Markham, OH: Red Deer Press, 2017. 9780889955523.
Ehrlich, Esther. Nest. New York: Wendy Lamb Books, 2014. 9780385386081.
Hart, Melissa. Avenging the Owl. Perseus Distribution Services, 2014. 9781544423296.
Noriss, Andrew. Friends for Life. New York: David Fickling Books/Scholastic, 2015.
9781549002052.
Perl, Erica S. All Three Stooges. New York: Alfred A. Knopf, 2018. 9780399551765.
Preller, James. The Fall. New York: Feiwel & Friends, 2015. 9781518248061.
St. Anthony, Jane. Isabelle Day Refuses to Die of a Broken Heart. Minneapolis: University of
Minnesota Press, 2015. 9780816697991.

Survival
Bodeen, S. A. Shipwreck Island. New York: Feiwel & Friends, 2014. 9781518242427.
Grant, Katy. Hide and Seek. Atlanta: Peachtree, 2010. 9781451775136.
Gratz, Alan. Refugee. New York: Scholastic, 2017. 9780545880831.
Hobbs, Will. Never Say Die. New York: HarperCollins Children’s Books, 2012. 978148655300.
Hood, Susan. Lifeboat 12. New York: Simon & Schuster Books for Young Readers, 2018.
9781481468831. (Novel in verse)
Hughes, Alison. Lost in the Backyard. Victoria, BC: Orca Books, 2015. 9781459807945.
Jacobson, Jennifer. Small as an Elephant. Somerville, MA: Candlewick Press, 2011.
978148606609.
Johnson, Terry Lynn. Falcon Wild. Watertown, MA: Charlesbridge, 2017. 9781632896018.
———. Ice Dogs. New York: Holiday House, 2015. 9780547899268.
Joiner, Sara. After the Ashes. New York: Holiday House, 2015. 9780823434411.
Key, Watt. Deep Water: A Story of Survival. New York: Farrar Straus Giroux, 2018.
9780374306540.
———. Terror at Bottle Creek. New York: Farrar Straus Giroux, 2016. 9781537902715.
King, Wesley. A World Below. New York: Simon & Schuster Books for Young Readers, 2018.
9781481478243.
Lawrence, Iain. The Skeleton Tree. New York: Delacorte Press, 2016. 9780385903950.

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McCaulay, Diana. Gone to Drift. New York: HarperCollins Children’s Books, 2018.
978006672964.
Philbrick, W. R. The Big Dark. New York: Scholastic, 2016. 9780545789752.
Rankin, Cindy. Under the Ashes. Chicago: Albert Whitman and Company, 2016.
9780807536353.
Rundell, Katherine. The Explorer. New York: Simon & Schuster Books for Young Readers,
2017. 9780606414685.
Schmidt, Gary D. Who Came from the Stars? New York: Clarion Books, 2012. 9780547612133.
Scott, Victoria. Hear the Wolves. New York: Scholastic Press, 2017. 978133843587.
White, Jen. Survival Stories for the Almost Brave. New York: Farrar Straus Giroux, 2015.
9780374300845.
Yohalen, Eve. Escape Under the Forever Sky. San Francisco: Chronicle Books, 2009.
9781451738155.

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Appendix B
Selected Titles: Nonfiction

Biographies
Cooper, Ilene. Eleanor Roosevelt, Fighter for Justice: Her Impact on the Civil Rights Movement, the
White House, and the World. New York: Abrams, 2018. 9781419722950.
Grande, Reyna. The Distance Between Us: Young Readers Edition. New York: Aladdin, Simon and
Schuster Childrens Publishing, 2016. 9781451661774.
Kamkwamba, William. The Boy Who Harnessed the Wind. New York: Dial Books for Young
Readers, 2015. 9780803735118.
Lourie, Peter. Jack London and the Klondike Gold Rush. New York: Henry Holt and Company,
2017. 9780805097573.
McCormick, Patricia. The Plot to Kill Hitler: Dietrich Bonhoeffer: Pastor, Spy, Unlikely Hero. New
York: Balzer + Bray, 2016. 9781549054495.
Noyes, Deborah. The Magician and the Spirits: Harry Houdini and the Curious Pastime of Commu-
nicating with the Dead. New York: Viking Books for Young Readers, 2017. 9780803740181.
———. Ten Days a Madwoman: The Daring Life and Turbulent Times of the Original “Girl” Reporter
Nellie Bly. New York: Viking Books for Young Readers, 2017. 9780803740174.
O’Shaughnessy, Tam E. Sally Ride: A Photobiography of America’s Pioneering Woman in Space. New
York: Roaring Brook Press, 2015. 9781596439948.
Petry, Ann. Harriet Tubman: Conductor on the Underground Railroad. New York: Amistad Press,
2018. 9781559050975.
Voiklis, Charlotte Jones. Becoming Madeleine: A Biography of the Author of A Wrinkle in Time
by her Granddaughters. New York: Farrar Straus Giroux Books for Young Readers, 2018.
9780374307646.
Yousafzai, Malala. I am Malala: How One Girl Stood Up for Education and Changed the World.
New York: Little, Brown and Company, 2014. 9780316327930.

Bullying
Catherman, Jonathan. The Manual to Middle School: The Do This, No That Survival Guide for Guys.
Ada, MI: Revell, 2017. 9780800728472.

▲ 117
 Herweck, Diana. Safe and Sound: Stop Bullying. Huntington Beach, CA: Teacher Created Mate-
rials, 2017. 9781493836277.
Koyczan, Shane L. To This Day: For the Bullied and Beautiful. Toronto: Annick Press, 2014.
9781554516391.
Mayrock, Aija. The Survival Guide to Bullying: Written by a Teen. New York: Scholastic, 2015.
9780545860536.
Reynolds, Luke. Surviving Middle School: Navigating the Halls, Riding the Social Roller Coaster,
and Unmasking the Real You. New York: Aladdin, 2016. 9781582705545.
Slavens, Elaine. Bullying: Deal with It Before Push Comes to Shove. Victoria, BC: Orca Book Pub-
lishing, 2015. 9781550287905.

Careers
Johnson, Jeremy. Unusual and Awesome Jobs in Sports: Pro Team Mascot, Pit Crew Member, and
More. Mankato, MN: Capstone Press, 2015. 9781491420324.
LeBoutillier, Laura. Unusual and Awesome Jobs Using Technology: Roller Coaster Designer, Space
Robotics Engineer, and More. Mankato, MN: Capstone Press, 2015. 9781491420294.
Simons, Lisa M. Unusual and Awesome Jobs Using Math: Stunt Coordinator, Cryptologist, and
More. Mankato, MN: Capstone Press, 2015. 9781491420300
Wendinger, Jennifer. Unusual and Awesome Jobs Using Science: Food Taster, Human Lie Detector,
and More. Mankato, MN: Capstone Press, 2015. 9781491420317.

Child Abuse and Violence

Abramovitz, Melissa. Online Predators. San Diego, CA: ReferencePoint Press, 2017.
9781682820926.
Banks, Delilah, and John Giacobello. Surviving Family Violence. New York: Rosen Publishing,
2016. 9781499437072.
Nakaya, Andrea C. Thinking Critically: Mass Shootings. San Diego, CA: ReferencePoint Press,
2015. 9781601528223
———. Thinking Critically: Police Powers. San Diego, CA: ReferencePoint Press, 2018.
9781682822692.

Friendship and Love

Alifirenka, Caitlin, and Martin Ganda. I Will Always Write Back: How One Letter Changed Two
Lives. New York: Little, Brown and Company, 2015. 9781518228193.
Bondy, Halley. Speak Up! A Guide to Having Your Say and Speaking Your Mind. San Francisco:
Zest Books, 2015. 9781936976768.
Criswell, Patti Kelley. A Smart Girl’s Guide to Friendship Troubles: Dealing with Fights, Being Left
Out, and the Whole Popularity Thing. Middleton, WI: American Girl, 2013. 9781584857112.
Gevinson, Tavi (ed.). Rookies on Love: 45 Voices on Romance, Friendship, and Self-Care. New York:
Razorbill, 2018. 9780448493992.
Holyoke, Nancy. Drama, Rumors and Secrets: Staying True to Yourself in Changing Times. Middle-
ton, WI: American Girl, 2015. 9781609589035.
Loewen, Nancy. Besties, Sleepovers, and Drama Queens: Questions and Answers about Friends.
North Mankato, MN: Capstone Press, 2015. 9781491418598.
Long, Hayley. Being a Girl. Kansas City, MO: Andrews McMeel, 2016. 9781518235818.

1 1 8 ▲ A ppendi x B
 Montalbano Williams, Julie. A Smart Girl’s Guide to Middle School: Everything You Need to Know
about Juggling More Homework, More Teachers, and More Friends! Middleton, WI: American
Girl, 2014. 9781609584061.
Ottaviano, Patricia. Girl World: How to Ditch the Drama and Find Your Inner Amazing! Naper-
ville, IL: Sourcebooks Fire, 2015. 9781492609124.
Wooster, Patricia. Ignite Your Spark: Discovering Who You Are from the Inside Out. New York:
Simon Pulse/Beyond Words, 2017. 9781580705644.

Graphic Novels
Ashby, Ruth. The Great American Documents Volume 1. New York: Hill and Wang, 2014.
9780809094608.
Hale, Nathan. Alamo All-Stars (Nathan Hale’s Hazardous Tales series). New York: Amulet
Books, 2016. 9781419719028.
———. Big Bad Ironclad! New York: Amulet Books, 2012. 9781419703959.
———. Donner Dinner Party. New York: Amulet Books, 2013. 9781419708565.
———. Nathan Hale’s Hazardous Tales: Treaties, Trenches, Mud, and Blood (a World War I Tale).
New York: Amulet Books, 2014. 9781419708084.
———. One Dead Spy. New York: Amulet Books, 2012. 9781419703966.
———. Raid of No Return: A World War II Tale of the Doolittle Raid. New York: Amulet Books,
2017. 9781419725562.
———. The Underground Abductor: An Abolitionist Tale. New York: Amulet Books, 2015.
9781419715365.
Santiago, Wilfred. 21: The Story of Roberto Clemente: A Graphic Novel. Seattle, WA: Fantagraphics,
2011. 9781560978923.
Than, Gavin Aung. Zen Pencils: Inspirational Quotes for Kids. Kansas City, MO: Amp! Comics
for Kids, 2017. 9781449457952.
Wicks, Maris. Human Body Theater. New York: First Second, 2015. 9781489876706.

Health and Growing Up

Arbuthnott, Gill. What Makes You You? New York: Crabtree Publishing Company, 2016.
9780778722397.
Bennett, Howard J. The Fantastic Body: What Makes You Tick and How You Get Sick. Emmaus,
PA: Rodale Kids, 2017. 9781623368890.
Berne, Emma Carlson. Nail Care Tips and Tricks. Minneapolis: Lerner Publications, 2016.
9781467752213.
Bloom, Naama. Helloflo: The Guide, Period. New York: Dutton Children’s Books, 2017.
9780399187315.
Curham, Siobhan. True Face. London: Faber & Faber, 2017. 9781537987811.
Dunham, Kelli S. The Boys’ Body Book. Kennebunkport, ME: Cider Mill Press, 2017.
9781435217218.
Etingoff, Kim. Embarrassment, Shame and Guilt. Broomall, PA: Mason Crest Publishers, 2015.
9781422230695.
———. Fear and Anxiety. Broomall, PA: Mason Crest Publishers, 2015. 9781422230732.
Falligant, Erin. Body Pro: Facts and Figures about Bad Hair Days, Blemishes, and Being Healthy.
North Mankato, MN: Capstone Press, 2018. 9781515778783.
Gates, Mariam. This Moment Is Your Life (and So Is This One): A Fun and Easy Guide to Mindful-
ness, Meditation, and Yoga. New York: Dial Books, 2018. 9780399186622.

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 Hill, Z. B. Envy and Jealousy. Broomall, PA: Mason Crest Publishers, 2015. 9781422230725.
———. Happiness. Broomall, PA: Mason Crest Publishers, 2015. 9781422230749.
———. Loneliness. Broomall, PA: Mason Crest Publishers, 2015. 9781422230756.
———. Optimism and Self-Confidence. Broomall, PA: Mason Crest Publishers, 2015.
9781422230763.
———. Romantic Attraction. Broomall, PA: Mason Crest Publishers, 2015. 9781422230770.
———. Sadness. Broomall, PA: Mason Crest Publishers, 2015. 9781422230787.
Hirsch, Rebecca E. Microbiomes. Minneapolis: Twenty-First Century Books, 2016.
9781467785686.
Ibrahim, Marawa. The Girl Guide: 50 Ways to Learn to Love Your Changing Body. New York:
Harper Collins, 2018. 9780062839435.
Kenny, Karen Latchana. Hair Care Tips and Tricks. Minneapolis: Learner Publications, 2016.
9781467752183.
Loewen, Nancy. Tangles, Growth Spurts, and Being You: Questions and Answers about Growing Up.
North Mankato, MN: Capstone Press, 2015. 9781491418604.
Long, Hayley. Being a Girl. Kansas City, MO: Andrews McMeel, 2016. 9781518235818.
Mooney, Carla. Human Movement: How the Body Walks, Runs, Jumps, and Kicks. White River
Junction, VT: Nomad Press, 2017. 9781619304819.
National Geographic Kids. Weird but True! Human Body: 300 Outrageous Facts about Your Awe-
some Anatomy. Washington, DC: National Geographic, 2017. 9781426327278.
Natterson, Cara Familian. Guy Stuff: The Body Book for Boys. Middleton, WI: American Girl,
2017. 9781683370260.
Stewart, Whitney. Mindful Me: Mindfulness and Mediation for Kids. Park Ridge, IL: Albert
Whitman, 2018. 9780807551448.
Waters, Rosa. Anger. Broomall, PA: Mason Crest Publishers, 2015. 9781422230688.
———. Emotional Self-Awareness. Broomall, PA: Mason Crest Publishers, 2015.
9781422230701.
———. Empathy and Compassion. Broomall, PA: Mason Crest Publishers, 2015. 9781422230718.
———. Stress and Tension. Broomall, PA: Mason Crest Publishers, 2015. 9781422230794.
———. Surprise and Flexibility. Broomall, PA: Mason Crest Publishers, 2015. 9781422230800.
Wicks, Maris. Human Body Theater. New York: First Second, 2015. 9781489876706.

History
Colman, Penny. Elizabeth Cady Stanton and Susan B. Anthony: A Friendship That Changed the
World. New York: Square Fish, Henry Holt and Company, 2016. 9781250073730.
Connolly, Kieron. America’s Bloody History from the Civil War to the Great Depression. New York:
Enslow Publishing, 2017. 9780766091788.
———. America’s Bloody History from Vietnam to the War on Terror. New York: Enslow Publish-
ing, 2017. 9780766091801.
———. America’s Bloody History from World War II to the Civil Rights Movement. New York:
Enslow Publishing, 2017. 9780766091795.
Davis, Kenneth C. In the Shadow of Liberty: The Hidden History of Slavery, Four Presidents, and
Five Black Lives. New York: Henry Holt and Company, 2016. 9781627793117.
Kluger, Jeffery. To the Moon!: The True Story of the American Heroes on the Apollo 8 Spaceship. New
York: Philomel Books, 2018. 9781524741013.
Otfinoski, Steven. The Civil War (A Step into History series). New York: Children’s Press, 2017.
9780531225691.
———. The Cold War (A Step into History series). New York: Children’s Press, 2017.
9780531226919.
———. The Great Depression (A Step into History series). New York: Children’s Press, 2018.
9780531226902.

1 2 0 ▲ A ppendi x B
 ———. Immigration and America (A Step into History series). New York: Children’s Press, 2018.
9780531226896.
———. The Vietnam War (A Step into History series). New York: Children’s Press, 2017.
9780531225707.
———. World War I (A Step into History series). New York: Children’s Press, 2017.
9780531225714.
———. World War II (A Step into History series). New York: Children’s Press, 2017.
9780531225721.
Rhuday-Perkovich, Olugbemisola. The Civil Rights Movement (A Step into History series). New
York: Children’s Press, 2018. 9780531226889.
Steel, Philip. The Holocaust: The Origins, Events, and Remarkable Tales of Survival. New York:
Scholastic, 2016. 9781338030402.

Language Arts (includes Critical Thinking and Study Skills)

Bodden, Valerie. Giving a Presentation (Classroom How-To series). Mankato, MN: Creative
Education, 2015. 9781608182800
———. Improving Study Habits (Classroom How-To series). Mankato, MN: Creative Educa-
tion, 2014. 9781608182817.
———. Preparing for an Exam (Classroom How-To series). Mankato, MN: Creative Education,
2014. 9781608182824.
———. Writing a Research Paper. (Classroom How-To series). Mankato, MN: Creative Educa-
tion, 2014. 9781608182831.
Ford, Jeanne Marie. 12 Great Tips on Writing to Inform. Mankato, MN: 12-Story Library, 2017.
9781632352781.
Jones, Molly. 12 Great Tips on Writing to Persuade. Mankato, MN: 12-Story Library, 2017.
9781632352798.
———. 12 Great Tips on Writing True Stories. Mankato, MN: 12-Story Library, 2017.
9781632352804.
Krasner, Barbara. 12 Great Tips on Writing a Blog. Mankato, MN: 12-Story Library, 2016.
9781632352736.
———. 12 Great Tips on Writing a Script. Mankato, MN: 12-Story Library, 2017.
9781632352767.
Pearson, Yvonne. 12 Great Tips on Writing Poetry. Mankato, MN: 12-Story Library, 2016.
9781632352750.
Shipp, Catherine Elizabeth. 12 Great Tips on Writing a Speech. Mankato, MN: 12-Story Library,
2016. 9781632352774.
———. 12 Great Tips on Writing Fiction. Mankato, MN: 12-Story Library, 2017.
9781632352743.
Terban, Marvin. Ready! Set! Research!: Your Fast and Fun Guide to Writing Research Papers That
Rock. New York: Scholastic, 2007. 9780439799874.

Math
Connolly, Sean. The Book of Perfectly Perilous Math: 24 Death-Defying Challenges for Young Mathe-
maticians. New York: Workman Publishing, 2012. 9780761163749.
Koll, Hilary. A Math Journey around the Wonders of the World. St. Catharines, ON: Crabtree Pub-
lishing, 2016. 9780778723134.
———. A Math Journey through Extreme Sports. St. Catharines, ON: Crabtree Publishing, 2016.
9780778723134.

A ppendi x B ▲ 121
 ———. A Math Journey through Computer Games. St. Catharines, ON: Crabtree Publishing,
2016. 9780778723110.
———. A Math Journey under the Ocean. St. Catharines, ON: Crabtree Publishing, 2016.
9780778723158.
Rooney, Anne. A Math Journey through Planet Earth. St. Catharines, ON: Crabtree Publishing,
2014. 9780778707288.
———. A Math Journey through Space. St. Catharines, ON: Crabtree Publishing, 2014.
9780778707301.
———. A Math Journey through the Animal Kingdom. St. Catharines, ON: Crabtree Publishing,
2014. 9780778707325.
———. A Math Journey through the Human Body. St. Catharines, ON: Crabtree Publishing,
2014. 9780778707349.
Visto, Joy. How Much Is Infinity? (Making Math Work series). Mankato, MN: Creative Educa-
tion/Creative Paperbacks, 2015. 9781608185726.
———. What Are the Chances? (Making Math Work series). Mankato, MN: Creative Educa-
tion/Creative Paperbacks, 2015. 9781608185733.
———. When Does a Line Become a Shape? (Making Math Work series). Mankato, MN: Cre-
ative Education/Creative Paperbacks, 2015. 9781608185740.
———. Where Does a Graph Go? (Making Math Work series). Mankato, MN: Creative Educa-
tion/Creative Paperbacks, 2015. 9781608185757.
———. Whose Foot Is a Foot? (Making Math Work series). Mankato, MN: Creative Education/
Creative Paperbacks, 2015. 9781608185764.
———. Why Do Math with Letters? (Making Math Work series). Mankato, MN: Creative Edu-
cation/Creative Paperbacks, 2015. 9781608185771.

Illness and Disabilities

Abramovitz, Melissa. What Is Schizophrenia? (Understanding Mental Disorders series). San
Diego, CA: ReferencePoint Press, 2015. 9781601529268.
Currie-McGhee, L. K. What Are Sleep Disorders? (Understanding Mental Disorders series). San
Diego, CA: ReferencePoint Press, 2015. 9781601529305.
Mihailidis, Alex. New Hands, New Life: Robots, Protheses, and Innovation. Richmond Hill, ON:
Firefly Books, 2017. 9781770859692.
Mooney, Carla. What Is Anxiety Disorder? (Understanding Mental Disorders series). San Diego,
CA: ReferencePoint Press, 2015. 9781601529206.
———. What Is Panic Disorder? (Understanding Mental Disorders series). San Diego, CA:
ReferencePoint Press, 2015. 9781601529244.
Moss, Wendy L. The Survival Guide for Kids in Special Education (and Their Parents): Understand-
ing What Special Ed Is and How It Can Help You. Minneapolis, MN: Free Spirit Publishing,
2017. 9781631981678.
Nakaya, Andrea C. What Is Bipolar Disorder? (Understanding Mental Disorders series). San
Diego, CA: ReferencePoint Press, 2015. 9781601529220.
Yuwiler, Janice. What Is Self-Injury Disorder? (Understanding Mental Disorders series). San
Diego, CA: ReferencePoint Press, 2015. 9781601529282.

Poetry
Koyczan, Shane L. To This Day: For the Bullied and Beautiful. Toronto: Annick Press, 2014.
9781554516391.
Lawson, JonArno. Black Stars in a White Night Sky. Honesdale, PA: Wordsong, 2008.
9781590785218.

1 2 2 ▲ A ppendi x B
 Mahogany, Browne. Black Girl Magic: A Poem. New York: Roaring Brook Press, 2018.
9781250173720.
McCall Smith, Alexander. What You Wish For: Stories and Poems for Darfur. New York: G. P.
Putnam’s Sons, 2011. 9780399254543.
Nelson, Marilyn. How I Discovered Poetry. New York: Dial Books, 2014. 9781518105883.
Nye, Naomi Shihab. Voices in the Air: Poems for Listeners. New York: HarperCollins Children’s
Books, 2018. 9780062691842.
Paschen, Elise (ed.). Poetry Speaks Who I Am: Poems of Discovery, Inspiration, Independence, and
Everything Else . . . Naperville, IL: Sourcebooks, 2010. 9781402210747.
Shange, Ntozake. We Troubled the Waters: Poems. New York: HarperCollins, 2009.
9780061337352.
Sidman, Joyce. What the Heart Knows: Chants, Charms, and Blessing. Boston: Houghton Mifflin
Harcourt, 2013. 9780544106161.
Soto, Gary. Partly Cloudy: Poems of Love and Longing. Orlando, FL: Harcourt, 2008.
9780547577371.

Recreation
Banfield, Jake. Magic Tricks with Coins, Cards, and Everyday Objects. Lake Forest, CA: QEB,
2017. 9781682971512.
Beilin, Marion. Bakemoji!: Emoji Cupcakes, Cakes, and Baking Sure to Put a Smile on Any Occasion.
New York: First Skyhorse Publishing, 2018. 9781510734128.
Blum, Nicole. Stitch Camp: 18 Crafty Projects for Kids & Tweens: Learn 6 All-Time Favorites—
Sew, Knit, Crochet, Felt, Embroider & Weave. North Adams, MA: Storey Publishing, 2017.
9781544407425.
Braun, Eric. Plan a Holiday Party. Minneapolis, MN: Lerner Publications, 2015.
9781467738330.
———. Plan an Outdoor Party. Minneapolis, MN: Lerner Publications, 2015. 9781467738330.
Ceceri, Kathy. Video Games: Design and Code Your Own Adventure. White River Junction, VT:
Nomad Press, 2015. 9781480679290.
Cerone, Lulu. PhilanthroParties: A Party-Planning Guide for Kids Who Want to Give Back. New
York: Aladdin, 2017. 9781582705873.
Cornell, Kari. The Craft-a-Day Book: 30 Projects to Make with Recycled Materials. Minneapolis,
MN: Twenty-First Century Books, 2018. 9781512498813.
Loh-Hagan, Virginia. Board Game Tournament (D.I.Y. Make It Happen series). Ann Arbor, MI:
Cherry Lake Publishing, 2017. 9781534100602.
———. Craft Fair (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake Publishing,
2017. 9781634722759.
———. Documentary Film (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake Pub-
lishing, 2017. 978153100572.
———. Improv Show (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake Publishing,
2017. 9781534100572.
———. Neighborhood Cleanup (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake
Publishing, 2017. 9781534100589.
———. Surprise Party (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake Publish-
ing, 2017. 9781634722766.
———. Time Capsule (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake Publishing,
2017. 9781634722780.
———. YouTube Channel (D.I.Y. Make It Happen series). Ann Arbor, MI: Cherry Lake Pub-
lishing, 2017. 9781634722773.

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 Maletsky, Sophie. Sticky Fingers: DIY Duct Tape Projects. San Francisco: Zest Books, 2014.
9781480660168.
Sullivan, Alesha. Funny Tricks and Practical Jokes to Play on Your Friends. North Mankato, MN:
Capstone Press, 2018. 9781543503401.
Watson, Stephanie. Plan a Birthday Party. Minneapolis, MN: Lerner Publications, 2015.
9781467738354.
———. Plan a Sleepover Party. Minneapolis, MN: Lerner Publications, 2015. 9781467738323.

Scary Stuff
Claybourne, Anna. Don’t Read This Book before Bed: Thrills, Chills, and Hauntingly True Stories.
Washington, DC: National Geographic Society Children’s Books, 2017.
Gee, Joshua. Encyclopedia Horrifica: The Terrifying Truth about Vampires, Ghosts, Monsters, and
More! New York: Scholastic, 2007.
MacLeod, Elizabeth. Vanished: True Tales of Mysterious Disappearances. Toronto: Annick Press, 2016.

Science
Abramovitz, Melissa. Brain Science (Cutting-Edge Science and Technology series). Minneapolis:
Essential Library, 2016. 9781624039140.
Amstutz, Lisa J. Bringing Back Our Freshwater Lakes (Conservation Success Stories series). Min-
neapolis: Essential Library, 2017. 9781532113147.
Bow, James. The Science of Hydro and Wave Energy. San Diego, CA: ReferencePoint Press, 2018.
9781682823033.
Brown, Jordan. Fooled Ya!: How Your Brain Gets Tricked by Optical Illusions, Magicians, Hoaxes &
More. Lake Forest, CA: MoonDance Press, 2017. 9781633221581.
Buckley, James, Jr. Comets and Meteors. Broomall, PA: Mason Crest, 2017. 9781422235485.
———. Far Planets and Beyond. Broomall, PA: Mason Crest, 2017. 9781422235508
———. Giant Planets. Broomall, PA: Mason Crest, 2017. 9781422235515.
———. Near Planets. Broomall, PA: Mason Crest, 2017. 9781422235522.
———. Our Home Planet. Broomall, PA: Mason Crest, 2017. 9781422235492.
———. Space Exploration. Broomall, PA: Mason Crest, 2017. 9781422236444.
———. Sun. Broomall, PA: Mason Crest, 2017. 9781422235539.
Gardner, Jane. Physics: Investigate the Forces of Nature. White River Junction, VT: Nomad Press,
2014. 9781619302310.
Gardner, Robert, and Joshua Conklin. Experiments for Future Astronomers. New York: Enslow
Publishing, 2018. 9780766082007.
———. Experiments for Future Biologists. New York: Enslow Publishing, 2018. 9780766081987.
———. Experiments for Future Chemists. New York: Enslow Publishing, 2018. 9780766078567.
———. Experiments for Future Doctors. New York: Enslow Publishing, 2018. 9780766078543.
———. Experiments for Future Engineers. New York: Enslow Publishing, 2018. 9780766078536.
———. Experiments for Future Forensic Scientists. New York: Enslow Publishing, 2018.
9780766082021.
———. Experiments for Future Meteorologists. New York: Enslow Publishing, 2018.
9780766081963.
———. Experiments for Future Physicists. New York: Enslow Publishing, 2018. 978076608550.
Gibson, Karen Bush. Cells: Experience Life at Its Tiniest. White River Junction, VT: Nomad
Press, 2017. 9781619305212.
Hand, Carol. Bringing Back Our Oceans (Conservation Success Stories series). Minneapolis:
Essential Library, 2017. 9781532113154.

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———. Bringing Back Our Tropical Forests (Conservation Success Stories series). Minneapolis:
Essential Library, 2017. 9781532113161.
———. Sustainable Agriculture (Cutting-Edge Science and Technology series). Minneapolis:
Essential Library, 2016. 9781624039195.
Heos, Bridget. It’s Getting Hot in Here: The Past, the Present and the Future of Global Warming.
Boston: HMH Books for Young Readers, 2016. 9780544303478.
Hulick, Kathryn. Artificial Intelligence (Cutting-Edge Science and Technology series). Minneap-
olis: Essential Library, 2016. 9781624039126.
———. Energy Technology (Cutting-Edge Science and Technology series). Minneapolis: Essen-
tial Library, 2016. 9781624039157.
Kallen, Stuart A. Science and Sustainable Water. San Diego, CA: ReferencePoint Press, 2018.
9781682822579.
Kruesi, Liz. Astronomy (Cutting-Edge Science and Technology series). Minneapolis: Essential
Library, 2016. 9781624039133.
———. Space Exploration (Cutting-Edge Science and Technology series). Minneapolis: Essen-
tial Library, 2016.9781624039188.
LaPierre, Yvette. The Science of Hydrogen Energy. San Diego, CA: ReferencePoint Press, 2018.
9781682823057.
MacCarald, Clara. Bringing Back Our Deserts (Conservation Success Stories series). Minneapolis:
Essential Library, 2017. 9781532113130.
McCarthy, Cecilia Pinto. The Science of Biomass Energy. San Diego, CA: ReferencePoint Press,
2018. 9781682823019.
Mooney, Carla. The Brain: Journey through the Universe Inside Your Head. White River Junction,
VT: Nomad Press, 2015. 9781619302785.
———. Chemistry: Investigate the Matter That Makes Up Your World. White River Junction, VT:
Nomad Press, 2017. 9781619303652.
———. Genetics: Breaking the Code of Your DNA. White River Junction, VT: Nomad Press, 2014.
9781619302082.
———. Human Movement: How the Body Walks, Runs, Jumps, and Kicks. White River Junction,
VT: Nomad Press, 2017. 97821619304857.
———. Science and Sustainable Construction. San Diego, CA: ReferencePoint Press, 2018.
9781682822555.
Morris, Alexandra. Medical Research + Technology (Cutting-Edge Science and Technology series).
Minneapolis: Essential Library, 2016. 9781624039164.
Nakaya, Andrea C. Science and Sustainable Agriculture. San Diego, CA: ReferencePoint Press,
2018. 9781682822517.
Nardo, Dom. Science and Sustainable Energy. San Diego, CA: ReferencePoint Press, 2018.
9781682822531.
Parks, Peggy J. Science and Sustainable Wildlife Habitats. San Diego, CA: ReferencePoint Press,
2018. 9781682822593.
Perdew, Laura. Bringing Back Our Wetlands (Conservation Success Stories series). Minneapolis:
Essential Library, 2017. 9781532113185.
Regan, Michael. Bringing Back Our Tundra (Conservation Success Stories series). Minneapolis:
Essential Library, 2017. 9781532113178.
Ringstad, Arnold. The Science of Solar Energy. San Diego, CA: ReferencePoint Press, 2018.
9781682823071.
Slingerland, Janet. Nanotechnology (Cutting-Edge Science and Technology series). Minneapolis:
Essential Library, 2016. 9781624039171.
Snider, Brandon T. This or That? Book 1. New York: Sterling Publishing Company, 2017.
9781454920135.
Spalding, Maddie. The Science of Wind Energy. San Diego, CA: ReferencePoint Press, 2018.
9781682823095.

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 Sexuality, including LGBTQ+
Atkinson, C. J. Can I Tell You about Gender Diversity?: A Guide for Friends, Family and Profession-
als. Philadelphia: Jessica Kingsley Publishers, 2017. 9781785921056.
Jennings, Jazz. Being Jazz: My Life as a (Transgender) Teen. New York: Crown, 2016.
9780399554674.
Kemp, Kristen. Healthy Sexuality. New York: Franklin Watts, 2004. 9780531166895.
Metzger, Julie Giesy. Will Puberty Last My Whole Life?: Real Answers to Real Questions from Pre-
teens about Body Changes, Sex, and Other Growing Up Stuff. Seattle, WA: Sasquatch Books,
2012. 9781570617393.
Poole, Hilary. LGBT Families: Lesbian, Gay, Bisexual, and Transgender. Broomall, PA: Mason
Crest, 2016. 9781422236192.
Rodi, Robert. Living Proud! Coming Out and Seeking Support. Broomall, PA: Mason Crest, 2017.
9781422235034.
———. Living Proud! Confronting Stereotypes. Broomall, PA: Mason Crest, 2017.
978142223509.
———. Living Proud! Engaging with Politics. Broomall, PA: Mason Crest, 2017.
9781422235041.
———. Living Proud! Facing Homophobia. Broomall, PA: Mason Crest, 2017. 9781422235089.
———. Living Proud! Finding Community. Broomall, PA: Mason Crest, 2017. 9781422235058.
———. Living Proud! Growing Up LGBTQ. Broomall, PA: Mason Crest, 2017. 9781422235027.
———. Living Proud! Keeping Physically Healthy. Broomall, PA: Mason Crest, 2017.
9781422235065.
———. Living Proud! Living with Religion and Faith. Broomall, PA: Mason Crest, 2017.
9781422235072.
———. Living Proud! Staying Mentally Healthy. Broomall, PA: Mason Crest, 2017.
9781422234102.
———. Living Proud! Understanding Sexual Orientation and Gender Identity. Broomall, PA:
Mason Crest, 2017. 9781422235119.
Stevenson, Robin. Pride: Celebrating Diversity and Community. Victoria, BC: Orca Books, 2016.
9781537947525.

Social Studies
Cooke, Tim. What’s the Big Idea? A History of the Ideas That Shape Our World. New York: Caven-
dish Square Publishing, 2017. 9781502628824 (set). Includes Human Rights; Knowledge and
Education; Money and Trade; Nations and Nationality; Politics and Democracy; and Society and
Social Organization.
Currie, Stephen. Sharing Posts: The Spread of Fake News. San Diego, CA: ReferencePoint Press,
2017. 9781682822975.
Lusted, Marcia Amidon. Civic Unrest: Investigate the Struggle for Social Change (Inquire and
Investigate series). White River Junction, VT: Nomad Press, 2016. 9781619302419.
Major World Cities series. Broomall, PA: Mason Crest Publishers, 2016. Includes
Beijing (9781422235393), Berlin (9781422235409), London (9781422235416),
Moscow (9781422235423), New York (9781422235430) Paris (9781422235447),
Rome (9781422235454), and Sydney (9781422235461).
McPherson, Stephanie Sammartino. Artic Thaw: Climate Change and the Global Race for Energy
Resources. Minneapolis: Twenty-First Century Books, 2015. 9781467720434.

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Sports
Baker, Jayne, and Adam B. Hofstetter. An Insider’s Guide to Softball. New York: Rosen Central,
2015. 9781477785874.
Braun, Eric. Baseball Is a Numbers Game: A Fan’s Guide to Stats. North Mankato, MN: Capstone
Press, 2017. 9781543506082.
———. Basketball Is a Numbers Game: A Fan’s Guide to Stats. North Mankato, MN: Capstone
Press, 2017. 9781543506099.
Campbell, Forest G., and Fred Ramen. An Insider’s Guide to Basketball. New York: Rosen Cen-
tral, 2015. 9781477785812.
Cooperson, Jeremy, and Brian Wingate. An Insider’s Guide to Soccer. New York: Rosen Central,
2015. 9781477785911.
Frederick, Shane. Football Is a Numbers Game: A Fan’s Guide to Stats. North Mankato, MN: Cap-
stone Press, 2017. 9781543506105.
———. Hockey Is a Numbers Game: A Fan’s Guide to Stats. North Mankato, MN: Capstone Press,
2017. 9781543506075.
Jensen, Sean. The Middle School Rules of Brian Urlacher. Racine, WI: Broadstreet Publishing,
2015. 9781424549795.
———. The Middle School Rules of Charles “Peanut” Tillman. Racine, WI: Broadstreet Publishing,
2015. 9781424551019.
———. The Middle School Rules of Jamaal Charles. Racine, WI: Broadstreet Publishing, 2017.
978142455306.
———. The Middle School Rules of Skylar Diggins. Racine, WI: Broadstreet Publishing, 2016.
9781424552443.
Jones, Cameron, and Chris Hayhurst. An Insider’s Guide to Lacrosse. New York: Rosen Central,
2015. 9781477780770.
Maring, Therese Kauchak. Sports & Fitness: How to Use Your Body and Mind to Play and Feel Your
Best. Middleton, WI: American Girl Publishing, 2018. 9781683370628.
McIntyre, Abigael, and Helen Connolly. An Insider’s Guide to Field Hockey. New York: Rosen
Central, 2015. 9781477780732.
McIntyre, Abigael, Sandra Giddens, and Owen Giddens. An Insider’s Guide to Volleyball. New
York: Rosen Central, 2015. 9781477785959.
Merlin, Hope, and Naima Green. An Insider’s Guide to Surfing. New York: Rosen Central, 2015.
9781477780817.
National Geographic Kids. Weird but True Sports: 300 Wacky Facts about Awesome Athletes. Wash-
ington, DC: National Geographic, 2016. 9781426324673.
Power, Bob, and Greg Roza. An Insider’s Guide to Paintball. New York: Rosen Central, 2015.
9781477780930.
Regis, Natalie, and David Chiu. An Insider’s Guide to Wrestling. New York: Rosen Central, 2015.
9781477780893.
Stanley, Glen F., and Jason Porterfield. An Insider’s Guide to Baseball. New York: Rosen Central,
2015. 9781477785775.
Van Pelt, Don, and Brian Wingate. An Insider’s Guide to Football. New York: Rosen Central,
2015. 9781477785850.
Zahensky, Kenneth, and Tracie Egan. An Insider’s Guide to Water Polo. New York: Rosen Central,
2015. 9781477780855.

Substance Abuse
Centore, Michael. Causes of Drug Use. Broomall, PA: Mason Crest Publishers, 2017.
9781422236000.

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 ———. Drug Use and Mental Health. Broomall, PA: Mason Crest Publishers, 2017.
9781422236017.
———. Drug Use and the Family. Broomall, PA: Mason Crest Publishers, 2017. 9781422236031.
———. Drug Use and the Law. Broomall, PA: Mason Crest Publishers, 2017. 9781422226024.
———. Intervention and Recovery. Broomall, PA: Mason Crest Publishers, 2017.
9781422236055.
Perritano, John. Hallucinogens: Ecstasy, LSD, and Ketamine. Broomall, PA: Mason Crest Publish-
ers, 2017. 9781422236048.
———. Marijuana and Synthetics. Broomall, PA: Mason Crest Publishers, 2017.
9781422236062.
———. Opioids: Heroin, Oxycontin, and Painkillers. Broomall, PA: Mason Crest Publishers, 2017.
9781422236079.
———. Performance-Enhancing Drugs: Steroids, Hormones, and Supplements. Broomall, PA: Ma-
son Crest Publishers, 2017. 9781422236093.
———. Stimulants: Meth, Cocaine, and Amphetamines. Broomall, PA: Mason Crest Publishers,
2017. 9781422236116.
Poole, Hillary. Alcohol and Tobacco. Broomall, PA: Mason Crest Publishers, 2017.
9781422235997.
———. Over-the-Counter Drugs. Broomall, PA: Mason Crest Publishers, 2017. 9781422236086.
———. Prescription Drugs. Broomall, PA: Mason Crest Publishers, 2017. 9781422236109.
Scott, Cecilia. Caffeine: Energy Drinks, Coffee, Soda, & Pills. Broomall, PA: Mason Crest Publish-
ers, 2014. 9781422230183.
———. Dangerous Depressants and Sedatives. Broomall, PA: Mason Crest Publishers, 2014.
9781422230190.
———. Doping: Human Growth Hormone, Steroids, and Other Performance-Enhancing Drugs.
Broomall, PA: Mason Crest Publishers, 2014. 9781422230206.
———. Hard Drugs: Cocaine, LCD, PCP, and Heroin. Broomall, PA: Mason Crest Publishers,
2014. 9781422230213.
———. New Drugs: Bath Salts, Spice, Salvia, and Other Drugs. Broomall, PA: Mason Crest Pub-
lishers, 2014. 9781422230244.
Waters, Rosa. Alcohol and Tobacco. Broomall, PA: Mason Crest Publishers, 2014. 9781422230176.
———. Marijuana: Legal and Developmental Consequences. Broomall, PA: Mason Crest Publish-
ers, 2014. 9781422230220.
———. Methamphetamine and Other Amphetamines. Broomall, PA: Mason Crest Publishers,
2014. 9781422230237.
———. Over-the-Counter Medications. Broomall, PA: Mason Crest Publishers, 2014.
9781422230251.

Survival
Kyi, Tanya Lloyd. When the Worst Happens: Extraordinary Stories of Survival. Toronto: Annick
Press, 2014. 9781554516834.
Stelson, Caren Barzelay. Sachiko: A Nagasaki Bomb Survivor’s Story. Minneapolis: Carrolrhoda
Books, 2016. 9781467789035.
Tougias, Mike. A Storm Too Soon: A Remarkable True Survival Story in 80-Foot Seas. New York:
Henry Holt & Co., 2016. 9781451683332.
Weintraub, Robert. No Better Friend: A Man, a Dog, and Their Incredible True Story of Friend-
ship and Survival in World War II. New York: Little, Brown and Company, 2016.
9781410482693.

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Appendix C
Tween Collection Case Study:
Eton Academy

Eton Academy, 1755 E. Melton Rd., Birmingham, MI 48009

Michelle Levy, School Librarian
Population served: about 215 students, grades 1–12, all with various learning challenges.
Website: https://www.etonacademy.org/page/academics/library-services

How long have you had a tween collection?

I have been working at Eton for the past eleven years. It has always been there. I
made it more “separate” by using a genre YA sticker to show what is a high school book
with high school characters and high school situations. Any student who is in the seventh
grade or below will need written permission from parent(s) to check out a YA book. I
created a form to send home for parents to sign and return. They can check out any YA
book, a specific series, or only one specific title. Some elementary parents have signed,
and some haven’t.

What grades does your tween collection cover?

My tween collection probably covers fifth through eighth grades. But it is in the
same location as the YA titles. I have another section for elementary that is first through
fifth grades.

What prompted you to create a tween collection?

I have grades 1–12 in one building. If I had more space, I might try to separate out
the tween books for their own space. There are future plans to remodel part of the school,
which would include the library. The plan is set to have a YA library on its own, with

▲ 129
 grades 1–7 (8) together. Not sure how set in stone that plan is. I used the YA stickers to
help me as well as the students know what is more appropriate for them to read. Some
of the language in YA books can be offensive to younger students (and their parents).
Some students can handle the older situations, and others can’t or shouldn’t. I have found
the stickers are helpful and prospective families touring the library like the idea as well,
especially since we are such a wide range of students (first through twelfth grades).

What was your planning process?

It was already there, like I said. I just did the ordering for the stickers. I explained to
my supervisor (whenever I’m ordering and why) my thoughts behind it, and she was fine
with it. I think it also helps students to know what is appropriate and what might not be.

What do you love about the collection?

I love [that] there is a little bit of everything for everyone (I hope). I have most
genres, including LGBTQ. We have some gay/lesbian students who have come out, and
one transgender.

What are some of the difficulties you have had?

My difficulties are probably deciding where a book goes. Does it go on the elemen-
tary side (lower fiction) of the library, or the upper fiction side? Who is most likely to read
this book and where do they want to “find” it? Typically, if the main character is fourteen
years old or older, I will add the YA sticker to the book. If the character is in sixth grade,
I may keep it on the lower fiction side. It may depend on the situations of the story as
well. It’s also hard to buy for different grade levels plus different reading levels/abilities for
each section. I do love the Orca Soundings for high school and Orca Currents for middle
school. There’s also Orca Echoes for elementary. Orca is one of the main publishers I
order from for high/low type books. They are perfect for students, especially high school
and middle school students who have very low reading levels and don’t want to read a
“baby book” like the Junie B. Jones or Magic Tree House series.

What, if anything, would you change?

I don’t think I would change too much. I am very happy with the collection. If I had
the space, maybe I’d separate the tween books out, but I don’t know if I really would. I
wouldn’t want students to feel “dumbed down” in any way.

What do your patrons have to say?

I hope they like it. I know the younger students are sometimes frustrated when they
can’t check out a YA book. A lot of the time they don’t notice the sticker until I point it
out to them. I have Follett Destiny [library manager], and have the YA books “ding” a
reminder that they are YA to bring these to my attention.

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Appendix D
Tween Collection Case Study:
Geneva Public Library

Geneva Public Library, 127 James St., Geneva, IL 60134

Kylie Peters, Middle School Librarian
Population served: 30,000. We are a suburban library in a fairly well-off community.

How long have you had a tween collection?

It was created a little over two years ago (spring 2016), but it was growing and chang-
ing a lot for a while. It stabilized at its current form about a year ago (spring 2017). It is
called the Middle Ground.

What grades does your tween collection cover?

Grades 6–8—but this is a more complicated question than it sounds. We include
books with reading levels and/or interest levels that appeal to middle school readers.
If the book appeals to a broad range of readers—for example, fourth through eighth
grade, or seventh through tenth—we usually put it in J or YA. J and YA are overall less
specialized than the Middle Ground. We expect middle schoolers to still use the J and
YA collections a lot. The main point of the Middle Ground is to give middle schoolers a
place to discover things that appeal particularly well to them. (Side note—we intention-
ally avoid using any terms that refer to an age or a grade when discussing this collection
with patrons, because we don’t want any stigma for readers of other ages. We describe it
to them as “a step up from J, but not quite YA.”)
The publishing industry mostly divides things into “middle grade” and “young adult.”
Middle grade usually tries to appeal to readers as young as fourth or even third grade.
Young adult is getting edgier, and increasingly includes content that middle school kids,
parents, and teachers may not feel ready for. Look at a copy of SLJ and compare the size

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 of their “Middle School” section under Young Adult to their “High School” section, and
you will see what I mean. The latter is about eight times longer. Almost all books in YA
there are recommended for grades 9 and up. Middle grade includes books recommended
for grades 5–8, but I find that many of these read young, and fail to touch on some of the
more mature issues a middle schooler deals with.
So if most middle grade has to appeal to a range that includes fourth graders, and
most YA has to cover a range that appeals to an eleventh grader, that really limits content.
A lot of middle schoolers are dealing with issues or are interested in things that don’t
appeal to either fourth OR eleventh graders. There are exceptions (what we’d call upper
middle grade and younger YA), and these tend to be what we put in the Middle Ground.
But on the whole I don’t think the publishing industry puts out much that is designed
specifically for the middle school age. They are kind of the awkward middle child.
Personally, I don’t think it’s a bad idea to have a “middle grade” collection, but I don’t
know that it’s necessary. Typical middle grade books are easy enough to pick out among
a larger J chapter book collection. But figuring out which books in a J collection and
which books in a YA collection work best for middle schoolers requires some knowledge
and/or research.

What prompted you to create a tween collection?

We had a community survey, and one of the feedback items we received was that
middle schoolers were falling through the cracks. At the time, we had a juvenile collection
that covered birth to grade 6, and a young adult collection that covered grades 7 and up.
For programming, our teen librarian served grades 6–12. This was confusing to patrons
and didn’t make a lot of sense in our community since our school system sets elementary
school at K–5, middle school at 6–8, and high school at 9–12.
Our administration decided to create a middle school librarian position that would
serve all aspects of grades 6–8. Middle school is now a subset of youth services. The teen
librarian serves grades 9–12, and is in our Information and Reader Services (adult ser-
vices) department. I was hired as the middle school librarian to create a collection and
seating area for middle schoolers, run middle school programs, visit the local middle
schools, and overall to help middle schoolers feel they have a valued place in our library.

What was your planning process?

I (the middle school librarian) met with the teen librarian and youth librarian in
charge of collection development for juvenile fiction ( JF). We defined what we con-
sidered to be “middle school books,” discussed some examples, and looked at what age
ratings various journals give to books. Then we created a set of unofficial Middle Ground
collection guidelines.
We ran reports of the JF and YA collections and divided them into three parts.
Each of us took a third, and narrowed it down to which books we thought belonged in
the Middle Ground, and which we were unsure about. We met and discussed the ones
we were unsure about. Once everyone approved, I started pulling books and sending
them to Tech Services for recataloging as MID. (While I was at it, I numbered series,
updated genre labels, ordered replacements of grubby books, and cleaned books with
gunk on them.)
The small Middle Ground nonfiction and graphic novel collections were mostly built
from scratch. In some cases, I asked the developer of a collection that had a book I wanted
for MID if they would mind if I took it.

1 3 2 ▲ A ppendi x D
What do you love about the collection?
I feel strongly that the current publishing industry does a disservice to middle
schoolers in both what it publishes and the way it markets (as I’m sure you can tell by my
rant above). In the Middle Ground, we’ve done the work of sorting this out for middle
schoolers. That means they can go straight to the Middle Ground to browse and find
something targeted toward them instead of having to sift through younger or older books.
The kids appreciate having a place just for them; it makes them feel important. It also
makes Reader’s Advisory for this age group much easier.

What are some of the difficulties you have had?

They do not publish enough books that fit our criteria for the Middle Ground. It
took a while to figure out how to communicate between the teen librarian, middle school
librarian, and JF youth librarian while ordering. Early on, we were often purchasing books
for our collections that someone else felt was a better fit in their collection. We ended up
deciding that the School Library Journal (SLJ) age ratings are the main indicator (as we
found SLJ ratings most consistent and in line with our community). If someone wants to
deviate from what SLJ says, or if there are major inconsistencies in journals’ age ratings,
the collection developers talk about it. This system only works if none of the collection
developers are territorial. (Luckily, we aren’t!)
Sometimes a book is truly borderline, and seems it could go equally well in JF or
MID, or in MID or YA. In these cases, we often decide based on either a feeling we get
from the book (as in, this “feels” middle-school-ish; don’t ask me what that means because
I don’t know!) or based on which collection we feel needs that type of title more. For
example, light romance circulates well in MID, and there is a lot of romance coming out
that isn’t appropriate for MID, so when one comes along that is borderline MID/YA in
that genre, I usually want it for MID.
We can’t read every book to figure out where to put it, so we rely a lot on journals
and some guesswork. It happens somewhat frequently that I will read a book in Middle
Ground and in doing so, decide it should really be in another collection. Usually it’s that
there is some mature content I didn’t know about before that I feel bumps it up to YA.
Sometimes we observe that a Middle Ground book is being read a lot by upper elemen-
tary schoolers, so we move it to JF to make it more accessible to them. So books do move
around a bit.
It took us a while to figure whether to have any duplication. We decided we would
allow a little bit of duplication under specific parameters. One, the book had to be popular
enough to merit multiple copies regardless of which collection it was in. Two, we had to
feel that browsers would benefit from having the book in two collections. We duplicate
some popular YA, like Matched, Legend, and The Maze Runner. (We don’t duplicate, for
example, The Hunger Games because we don’t feel it fits the Middle Ground collection
parameters even though a lot of middle schoolers read it. We are happy to take middle
schoolers to YA to get it.) We put some copies of Mike Lupica books in JF and some
in MID, because they are popular and we feel they fit equally well in either collection.
Sometimes I will booktalk a book from JF or YA, and this will result in a rush of middle
school interest, so I buy a duplicate for the Middle Ground.

What, if anything, would you change?

I think we’ve figured out a system that works well for us, given what we have to work
with. I wish I could change the industry to publish more books that fit the Middle Ground.

A ppendi x D ▲ 133
 What do your patrons have to say?
Middle school patrons and parents have really appreciated that they now know ex-
actly where to go as their first stop in finding something to read. We still get some people
who don’t know it exists, and they are excited when we show it to them. The response has
been overwhelmingly positive.
It has also helped staff feel a little more confident in recommending books from JF to
sensitive kids or kids with conservative parents. Ideally, the more “intense” books should
be in MID, so JF should be “safer.”
The collection circulates very well. There are about 1,500 volumes, and everything
has circulated in the past year. Thirty-three percent of the collection circulated in January
2018; 50 percent circulated in June 2017. (Our numbers are highest in summer.)

Is there anything else you would like to add?

The Middle Ground is predominantly fiction. It does include a small high-interest
nonfiction collection, but our J nonfiction collection covers research materials up to
grade 8. There is a small MID graphic novel collection designed mostly to house titles
that we feel appeal to middle schoolers but are a little too mature for J. I mainly wanted
this so we could have some manga (besides the kid-ish all-ages manga) easily accessible
to middle schoolers.
If we own a book on CD or Playaway of a Middle Ground title, that title also goes
in a Middle Ground section of the BOCD (books on CD) or Playaway collection. These
are housed on the same shelving unit as J BOCDs and Playaways, but have their own
range of shelves.
If you are interested, I wrote a few blog posts about this for YALSA (Young Adult
Library Services Association):

• http://yalsa.ala.org/blog/2017/02/13/middle-school-monday-building-a-middle
-school-public-library-collection-part-1/
• http://yalsa.ala.org/blog/2017/02/20/middle-school-monday-building-a-middle
-school-public-library-collection-part-2/ (The photo in the posts is outdated, our
collection has grown.)

We are getting ready to break ground on a new building, so things may change a lot
in the next few years!

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Appendix E
Tween Collection Case Study:
Loutit District Library

Loutit District Library, 407 Columbus Ave., Grand Haven, MI 49417

Allison Boyer, Head of Youth Services
Population served: 35,540.

How long have you had a tween collection?

Just over ten years.

What grades does your tween collection cover?

I generally say “fifth/sixth grade down into fourth and up into seventh, depending on
the young person,” and when I’m deciding where a book should go, I keep that statement
in the front of my mind.

What prompted you to create a tween collection?

Frustration over all of the books that didn’t fit into the YA section or the J section.
Now we get to rattle our brains thinking, is this TW or J? Or is this TW or YA?

What was your planning process?

We didn’t do a whole lot of planning. We knew we had to get most of it done before
a big move into a temporary location for a building renovation and expansion. So we just
jumped in head first and started pulling books that immediately came to mind as books
we wanted to be cornerstones of our collection, such as Rowling, Paulsen, Lowry, Colfer,
Hesse, and so many more. Then we went book by book.

▲ 135
 What do you love about the collection?
I love it because now I’m not shelving Magic Tree House near Harry Potter. By com-
partmentalizing the collections, I’m reducing their size and then making it easier for the
target audiences to find the right book.

What are some of the difficulties you have had?

It is not perfect. Despite being in a new building for nine years, the TW collection
shelving just isn’t quite big enough, so there are still some books that could easily be TW
books but are still in the YA or J collections.
Another difficulty is communication. Despite being able to see if an item is in a
colleague’s order cart, it is easy to overlook that. Some books that are borderline between
collections have accidentally been ordered twice.
We also do not have a TW graphic novel (GN) collection, so for some corresponding
graphic novels, we have to choose between J GN or YA GN.
Our TW collection is also right next to our TEEN ROOM that holds everything YA.
The one-letter difference between TWEEN and TEEN creates some minor confusion.

What, if anything, would you change?

Differentiate better between the words TWEEN and TEEN.

What do your patrons have to say?

The patrons immediately loved it and still do. The Loutit District Library has had it
long enough now that they really aren’t commenting on it.

Is there anything else you would like to add?

Generally it was a popular change among patrons and staff, and though we now have
a perfect place to put all those books that weren’t quite teen and weren’t quite J, now we
GET to decide between J/TW and TW/YA.
(FYI, as department head and degreed librarian, I input all of the items into our shared
catalog, thus creating all of the call numbers. I don’t have a separate tech services to work
with to make sure the books are labeled the way they should be. I do routinely consult the
other two youth services selectors when making decisions for items that aren’t clear-cut.)

1 3 6 ▲ A ppendi x E
Appendix F
Tween Collection Case Study:
Novi Public Library

Novi Public Library, 45255 W. 10 Mile Road, Novi, MI 48375

Lindsay Gojcaj, Information Services Librarian
Population served: According to the U.S. Census Bureau, the City of Novi has a popula-
tion of 59,211 as of July 2016.

How long have you had a tween collection?

The Novi Public Library proposed the idea of a tween collection in November 2015
to our collection development specialist. The proposal was accepted, and the start of the
tween collection began in March 2016. As of March 2018, our library has had the col-
lection for two years.

What grades does your tween collection cover?

The Novi Public Library’s tween collection covers books ranging from grades 4–8.

What prompted you to create a tween collection?

In the Novi Community School District, fifth and sixth grades are in their own
building, separate from the seventh- and eighth-grade students. Librarians found that
these students who utilized the Novi Public Library did not know where to find books
suited for their grade level. Our librarians wanted to give middle school students a place
of their own in the library to find materials that interested them. The tween collection
helped to accomplish this, as these students could easily identify titles similar to those
they would find at their school library as well as other titles that they may not have dis-
covered yet.

▲ 137
 Furthermore, the tween collection was created as a result of patrons looking for mid-
dle grade books that were found in both our youth and young adult collections. Through
reference interviews, librarians found that parents were reluctant to let their middle
school child look for a book that was housed in the teen room (located on the second level
of our library). The goal was to make it easier to find age-appropriate books for middle
school–aged children all in one place.
Additionally, librarians spent time researching professional journals, including an
article from School Library Journal, and library-related websites, which found that there
was a need for a separate tween collection at libraries.
Also, librarians ordering youth and young adult fiction found it cumbersome to de-
termine which collection books were best suited to be in. Sometimes, the youth librarian
would purchase the same title as the young adult librarian, and the title would end up in
two collections. Therefore, a collection specifically for middle grade seemed to make the
most sense.

What was your planning process?

In order to start a new tween collection, we needed to find space to house the books.
It was determined that the best place in our library would be next to the youth fiction
and near the Newbery collection.
The Novi Public Library is part of The Library Network (TLN), so we had to deter-
mine how to utilize the term tween as part of the cataloging process. Then, librarians met
with the Support Services Department to design a spine label to be used on the tween
collection books.
Once a label was established, the young adult librarian pulled books that she knew
for certain were appropriate middle school–aged books. These included book series such
as Harry Potter, Percy Jackson, Wings of Fire, Land of Stories, Theodore Boone, Alex
Rider, and Warriors. Then, the young adult librarian went through each book, one by
one, in both the youth fiction and young adult fiction collections, checking the reviews
to determine the appropriate grade level. The entire process took several months and the
usage of a lot of staff time to start this collection.
It was also determined that the tween books would need their own funding, so a
separate book budget for the tween collection was determined at the start of the new
fiscal year.

What do you love about the collection?

The tween collection is very popular at our library, as we have a lot of middle school–
aged children who are reading at higher levels but not ready for young adult books. The
tween collection helps bridge a gap between youth and young adult books to ensure that
content is age-appropriate for its intended audience.

What are some of the difficulties you have had?

One of the most challenging difficulties with the tween collection has been reading
reviews and determining whether the book is appropriate for the collection. Most profes-
sional reviews have a wide span when it comes to recommending ages, including grades
3–6, 4–6, 5–8, or 6–9. The books for grades 4–6 and 5–8 are almost always put into the
tween collection. The other grades are looked at closely to see whether the content is
better suited for the youth or young adult collection.

1 3 8 ▲ A ppendi x F
What, if anything, would you change?
At this time, we would not change anything.

What do your patrons have to say?

The library has received positive feedback from patrons regarding the tween collec-
tion. Patrons, especially parents, often mention that having tween books separate from
the youth and teen collections makes it easier for them to find age-appropriate books for
their children.

Is there anything else you would like to add?

Our library had to make our own “Tween” label for the books, since when we started
this project there were no professional “Tween” labels available for purchase from vendors.

A ppendi x F ▲ 139
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“Tween.” Urban Dictionary. Accessed October 25, 2018. https://www.urbandictionary.com/define
.php?term=tween.
12-Story Library. (n.d.). “Great Tips on Writing.” Accessed October 25, 2018. http://www.12story
library.com/non-fiction/great-tips-on-writing/.
We Need Diverse Books. (n.d.). “About WNDB.” Accessed July 23, 2018. https://diversebooks
.org/about-wndb/.
Witteveen, April. 2015. “What Do Tweens Want?” School Library Journal, October 8, 30–32.
Wynne, Robert. 2016. “How to Write a Press Release.” Forbes, June 13. https://www.forbes.com
/sites/robertwynne/2016/06/13/how-to-write-a-press-release/#6ddde60c3b93.
Yorio, Kara. 2018. “When Cosby’s Little Bill, Alexie and Asher Are on the Shelf: What’s a
Librarian to Do?” School Library Journal, May 9. https://www.slj.com/?detailStory=cosbys
-little-bill-alexie-asher-shelf-librarian.

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Index

adolescents: brain development, 2–4; emotions, 4; social Wonder, 63–64; You Can’t See the Elephants, 27. See also
behavior, 5. See also tweens Newbery Award
ALA’s Code of Ethics, 75–76 books, nonfiction: Being Jazz: My Life as a (Transgender)
audiobooks, 42 Teen, 94; Can I Tell You About Gender Diversity?:
authors, 30–31, 84; Grisham, John, 31; Hiaasen, Carl, 31; A Guide for Friends, Family, and Professionals,
Patterson, James, 30 94–95; Cells: Experience Life at Its Tiniest, 92; Civic
Unrest: Investigate the Struggle for Social Change,
bibliotherapy, 24 93; Classroom How-To series, 91; The Craft a Day
books, fiction: Alice series, 20; All the Things That Could Book: 30 Projects to Make with Recycled Materials, 96;
Go Wrong, 25; The Best Man, 61; Better Nate than Drama, Rumors, and Secrets: Staying True to Yourself in
Ever, 62; Call Me Hope, 27; Confusion is Nothing New, Changing Times, 95; Fantastic Body: What Makes You
20; Coraline, 62; Counting by 7s, 67; Crossover, The, Tick and How You Get Sick, 90; Go Figure series, 92;
28; Diary of a Wimpy Kid series, 20; Dream of Night, Great Tips on Writing, 92; Guy Stuff: The Body Book for
27; The Education of Ivy Blake, 25; El Deafo, 30; The Boys, 95; In the Shadow of Liberty: the Hidden History
Fall, 20, 82; Fish in a Tree, 63; George, 62–63; Goodbye of Four Presidents and Five Black Lives, 91; Making
Stranger, 67–68; Goosebumps, 22; Gracefully Grayson, Math Work series, 92; This Moment is Your Life (and
26–27, 81; Greenglass House, 67; Harry Potter series, so is This One): A Fun and Easy Guide to Mindfulness,
20, 22; Knockout, 66; Last Shot: A Final Four Mystery, Meditation, and Yoga, 90–91; This or That? Book 1, 96;
65–66; The Lightning Dreamer: Cuba’s Greatest Science of Renewable Energy series, 93; Smart Girls
Abolitionist, 28; Lights, Camera, Disaster, 26; Middle Guide to Friendship Troubles: Dealing with Fights,
School series, 20; Moon Pie, 24; My Brother’s Shadow, Being Left Out, and the Whole Popularity Thing, A,
82; The Night Gardener, 61; Once You Know This, 83; 95; A Step into History series, 91; Survival Guide to
The Other Boy, 26, 81; The Pants Project, 26; Posted, 82; Bullying: Written by a Teen, The, 94; To This Day: For
Refugee, 66; Roller Girl, 30; The Scandalous Sisterhood the Bullied and the Beautiful, 94; What Makes You You?,
of Prickwillow Place, 20, 64; The Science of Breakable 91; What’s the Big Idea?: A History of the Ideas that
Things, 25–26; See You at Harry’s, 66–67; Serafina’s Shape Our World, 93
Promise: A Novel in Verse, 28; Steve and Carol Sports budgets, 99–102; samples, 100
Mysteries, 20; Strange Star, 65; The Summer of Owen
Todd, 20, 60; Tall Tales, 25; Theodore Boone, Kid censorship, 20, 78; challenged and banned books, 78–79;
Lawyer, 68; Tiny Infinities, 65; Trell, 83; The War that fighting against, 79–80
Saved My Life, 61–62; Wild Born, 63; Wolf Hollow, 82; collections, juvenile, 59–64

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collections, teen, 13–14, 64–68; problems with, 13–14 92; recreation, 95–96; relationships, 95; report-
collections, tween: location, 73–74; parameters, 60, 101; worthy, 87–89; science, 92–93; self-help, 93; social
purchasing decisions, 101; support for, 14–16. See also studies, 93
literature, tween NoveList, 59
Common Core Standards, 88–90 NoveList K-8 Plus, 24

databases, online, 33–38; Biography Reference Center, parents, 14

37–38; Britannica School Middle, 34–35; Middle plots. See storylines
Search Plus, 36–37; Opposing Viewpoints in policies: collection development, 72, 79; weeding, 72
Context, 35–36
developmental assets, 6–8 resources, 23–24
diversity, 80–84; Reading While White, 83–84; We Need review sources, 24, 58; Amazon, 59; Booklist, 59;
Diverse Books, 80–81 Goodreads, 59; Horn Book magazine, 59; Kirkus, 59;
Publisher’s Weekly, 59; School Library Journal, 59;
ebooks, 38–41; EBSCO ebooks, 40–41; Hoopla, 39–40; VOYA (Voice of Youth Advocates), 59
Overdrive, 38–39
storylines, 20, 60; abuse, 27, 83; alcoholism, 24–25;
freedom to read, 15; statement, 77 anxiety, 25–26; bullying, 82; gender identity, 20,
26–27, 81; suicide, 82
graphic novels, 23, 29–30; creators of, 29; Intellectual
Freedom, Office of, 77–78; LBGT+, 81, 94–95 tweens: age, 2; authority figures, relationship with, 5;
developmental stages, 3; reading preferences, 21–22;
librarians, 11–12 wants, 9. See also adolescents
Library Bill of Rights, 75–77
literature, tween: characters,19–20, 60; language, 20, 60; video games, 41–42
novels in verse, 27–28; publishing market, 22; sex in,
60. See also graphic novels; storylines websites, 43–54; Amaze, 44–46; Animal Fact Guide,
51; App Inventor, 48; CIA for Kids, 49; Code.org,
marketing, 103–5; press release, sample, 103–4; social 50; iCivics, 46–48; Khan Academy, 43–44; National
media, 104; talking points, 104–5 Geographic Kids, 53–54; ToonDoo, 51–52
weeding, 71–73
Newbery Award, 68–69
nonfiction, 87–96; bullying, 94; health, 90; history, young adult classification. See collections, teen
91; language arts, 91–92; LBGT+, 94–95; math, youth services, history of, 11–13

1 4 6 ▲ I nde x
About the Author

Karen M. Smith graduated from Wayne State University with a BA in psychology in

1997 and a master’s degree in library and information science in 2001, with a concen-
tration in services to children and teens. She worked as a teen librarian for a number of
years before becoming the head of Children’s Services at the Livonia Public Library in
Livonia, Michigan. Over the years, she has hosted successful programs, created two tween
collections, and advocated for tweens and teens in library spaces. Karen reads a variety of
tween literature and reviews for Library Media Connection regularly. She lives in south-
eastern Michigan with her husband, Brian.

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