Thank you very much to everyone who responded to my question. There were many good
ideas, as always.
Posted below are the responses and initial question.
QUESTION:
I am in a library for middle and high school students. I currently have all of the
fiction books in one section. However, recently I have had some middle school
students who want to check out books that contain inappropriate language or mature
situations. I am quite torn on how to deal with this. I often tell the kids that
they wouldn't like the book and redirect them. But some students insist on
checking them out. I do not want to separate the fiction sections or label the
books. My concern is that a parent is going to challenge this situation. I am
trying to find a solution that does not include labeling or censorship. What do
you do?
RESPONSES:
That is a difficult situation! I know that at some public libraries they
have this situation and they require children to have a parent permission in
their patron file. You may want to consider this.
*****
I’ve worked in a couple of secondary school libraries and believe that the biggest
argument for separating middle and high school fiction collections is so the 6th
grade student (usually) can find an appropriate book among all of the choices.
Older kids have more experience with selecting authors that they like, but to the
youngest students, the library is more overwhelming.
We’ve got two different area for middle school and high school students, and have
identified books belonging in one collection or the other by a piece of colored
tape across the top of the spine. Of course students (usually eighth graders) can
freely move between the collections, but I believe it helps the younger kids find
books, whom we especially need to make sure are developing into lifelong readers!
This is a touchy subject. I am in a library for grades 5-12, and the youngest
(particularly those who have an older sibling that might have read a book) are
often interested in the books for older kids. So far (knock wood) we have done OK
with doing what you do -- redirect and otherwise discourage without forbidding. I
don't know how you, as a one person, can know every family's standards and somehow
divide your books so that everyone is happy. Yes, I think we can all agree that a
fifth grader probably doesn't need to be checking out "A Clockwork Orange" (which
is studied in one of the AP classes) but on the other hand....while I would
question having the Twilight series in a middle school, plenty of my colleagues say
I need to come live in the REAL world, and that 6th graders are very much into (and
parents are OK with) lusty vampires. Sherman Alexie's multi-award winning
"Absolutely True Diary of a Part Time Indian" is full of colorful language and
sexual discussions,
but it's in our collection, and if a 6th or 7th grader wanted to check it out, I
don't think it's my place to say You May Not. We have a mom who is fine with her
6th grader reading Stephen King. Another 8th grade mom has sent them back. So.....
Use what powers you have to steer them in the best direction. Remind the parents
that THEY are the best judge of what their child should be reading, and they should
have a look in the backpack once in a while, talk to their child, discuss the books
the child enjoys. We remind the students over and over that just like they can
turn off the TV or change the radio station, they should close a book that isn't
their "cup of tea" and bring it back. We will never mind if they return a book
even if they just checked it out an hour ago. And if they are having trouble
finding a good book, we are always very happy to make suggestions.
************
I had the same in the past. I told all the students in grades 5-9 that if they
were reading a book and came across anything that their parents wouldn't approve of
that they needed to return the book to the library. And I told them if I got calls
from their parent about a book, I would tell them that that was the policy and that
they had been clearly informed of it. If you want you could even have students
sign such a policy in 5th grade and then just remind them of it every year. You
need to put the onus on them.
*******
I do have mine separated and labeled, but how about phoning parents to
see if they object to their child having the book? That's what another
local librarian does.
*********
I don't separate the books, but if I know that there's inappropriate language or
themes, I'll tell the student and ask them if it would be an issue for their
parents. As long as you can justify that there is a reason why that book is in the
library in the first place. Since the library is new, offer some kind of
orientation or "warning" to parents that it is a middle and high school library so
there are books that will appeal to a wide range of students.
I've had some 7th graders bring back books that had some mature language and tell
me that it's not right for them. I try to remember and be on the lookout the next
time they borrow.
**********
I am in the same situation. Fortunately I have a pretty large facility, so I have
two fiction collections at opposite ends of the library. One has normal (for us)
white labels that use F for fiction. The other uses blue labels and YF. While
anyone can check out a book from either area, I don't actually tell the 6th graders
about the upper level fiction; 7th and 8th graders gradually find out about it but
I don't market it to them. So yes, different labels, but no censorship! It works...
********
I had that situation for many years. Every once in awhile, I would get a parent
complaint about a book. I was always successful with this response: "I am so glad
to see that you are aware of what your children are reading. I understand your
concern completely. since our library serves grades 6-12, we have to provide
materials that are appropriate to all levels. We try our best to monitor what our
middle school students are checking out, but once in awhile - something gets past
us during bust periods, or we are not 100% positive about the contents of a
particular book. We will certainly be as careful as we can be to not let this
happen again. If we have any doubts - we will hold a questionable book at the
desk. Then if you child brings in a permission slip from you - we will check it
out to him/her." Knock on wood in the 10+ years I was in a 6-12 school - that
answer was always accepted.
That said - I will give you a little perspective on the possible positive effects
of separating the collection. Our school has now seperated into a middle school and
a high school. We now have a ton of high schoolers who LOVE our library that used
to think the library was terrible. Reason? Now we have "good books" - not all
those "baby books". They say this not realizing that the books are the same ones
we had in the combined library. We just don't have the middle school level books
anymore. that tells me that having the books divided into high school and middle
school means that the kids can more easily find what they need.
How would you mark them? There would have to be a hs designation put into the
database for the high school books. Then you would need to mark the actual high
school books so that when they came back you would know which section to put them
back in. Back 20 years ago when we were k-12, I used heavy duty colored tape. I
made a mistake though. I used them to designate the younger level books. I
realized when it was too late - that the tape should be on the older level books.
Reason? If you want to let younger more mature readers choose from the upper level
books - they will be THRILLED to have others see a piece of tape that means they
are taking out a high school book. However - an older student would not be caught
dead with a book with colored tape if the tape were to indicate it was a lower
level book. What do you do with books that are appropriate for 7-10 gr? Put them
in with the older books, because the younger ones are thrilled to go up a level but
the older o
nes would be embarrassed to go down a level.
*********
When I had that problem, I just sat down and talked to the classes.
Discussed the different levels of books, I had 6th graders who were
ready to move beyond the elementary library selections. So, we talked
about how the books in the easy section weren't for them really anymore.
(Sure they are still fun, but not really something you can sink your
teeth into!) They would agree and then I would say, okay so should the
high school library be filled with books like what we have in the
fiction section of the elementary library or should we have books with
characters who are the high school student's ages and doing things the
h.s. kids are doing? We would talk about the age of characters and how
that makes the books seem to fit better to the readers.
Then we would talk about books have boyfriends and girlfriends and
kissing stuff and even lots more details about cars, and racing and
sports then some people want. If a book just isn't interesting or
fitting you right then, bring it back.
We would also talk about words teenagers use. I would look at them,
making eye contact with a bunch (even the good kids) and say as I
waggled a finger at them, I know you guys have different words you say
when Mom or another adult is listening then when it is just you with a
friend. When you smash your finger in the door you say different things
when Mom is standing there then if she isn't. We would all giggle
behind our hands, sniggering and looking at each other. Then I would
say, okay, so do you think the teenagers in these books are using
teenage language? Yep, some of them do. Is it appropriate for the
situation? Usually, it is. If it's just junk cussing, then it doesn't
advance the character or the story. To have authentic situations and
characters the language needs to reflect that. IF any of it bothers
you, then bring it back, you can always just stop and move on to another
story. If you just want to talk to me about the language or need a word
defined, I will be happy to do that too.
Then I would talk to them about the appropriate ways to handle some of
these discoveries. Do you cause a scene? Invite all of your friends to
come see or listen to this? Nope! If I see a scene happening, then I
get the book. Period! End of discussion. This is a H.S. library and
it needs to meet the needs of those students. If you can't act maturely
then I will help you.
I had to take one or two books over the years (nine). The rest all
worked itself out and I never had a parent complaint about the books
being wrong for their child. I hope it was because we had talked first,
the kids knew what to do if the book was wrong for them. They
remembered that it really was a library for older kids they were getting
to visit.
I suspect my response to a previous message today applies ... using professional
judgement and
responsibility is not censorship and we could be held accountable legally if we do
NOT demonstrate
this..
"I looked at it this way .... just because my nine-year-old nephew could drive a
car around his
parents' farm didn't mean he was ready to confront the traffic on the highway, and
we had a
responsibility to keep him within the boundaries.. So just because some young
students could decode
the words didn't mean they were ready for some of the themes and language of books
intended for
older kids, and we have a responsibility to protect them.
YA authors write for a YA audience, often using the vernacular and concepts of the
day because it
meets their purpose and younger children would not normally have access to this
literature in the
home or be seeking it out in the shop because there, like libraries, the books are
located
separately. If there are older siblings, responsible parents guide and restrict
choices, and as you
say, we are in loco parentis.
I always had a YA section, which included the later Harry Potter books, and the
younger students had
no problems accepting the fact that those books were for the older kids and their
turn would come.
It is the same in several of our new schools which go from K-10 with a combined
library - what's
suitable for Yr 10 doesn't work for yr 3 and our professionalism is relied on to
help the students
learn the difference.”
**************
I have been in a combined Jr/Sr library for four years. When I arrived, I learned
the system they used was to have a separate shelf for students in grades 9-12.
These have a sticker on the spine which reads: Special Collection. The OPAC card
catalog then has them listed as FIC KING (Spec. Col.) so students know where to
look. These books are not in a separate room, just on a different shelf. The end
cap is labeled Special Collection, Grades 9-12. 7th and 8th graders can check them
out with a Parent Permission letter. When we scan their ID, the message pops up
that they are allowed to check out Special Collection.
*************
Labeling is to wave a flag for me that the book may not be appropriate for all
readers (I have 6-12). If I think the student has taken a book which is not right
for the age, I tell them so; If they insist I tell them I will hold it until they
bring in a note from their parent saying that they can read it over my objections.
We need to be prepared to explain why we have to have books in our school library
which has inappropriate language and situations in it.
***************
Over the course of 31 years I administered two libraries with combined
collections. The one combined a K-12 collection. I never had any problem with the
combined collections. I did have a selection policy and a procedure for
challenging a book (used three times but always for strange nonfiction cases). I
did sometimes suggest to middle school students that they might want to share a
particular book with their parent. The strengths of a combined collection more
that outweighed the problems.
************
I also have a MS/HS library (6-12)... all of my fiction books are in one section.
The way I deal with the situation, is I tell the MS students during their initial
orientation visit (the first couple weeks of school), that because they are in a
combined library, that I must have reading for everyone.... therefore, not all
books are appropriate for all ages... if they chose a book that is not appropriate
for them, then please bring it back and chose another. So far, (knock on wood), I
haven't had to deal with any challenges... but we are a small community and people
do realize that this is a combined library... we do have a few rules though... I
was told by the 6th grade teachers, that there are certain authors that the 6th
graders are not allowed to check out... now I was told a "few", but the only one
I've ever actually been told was Stephen King... so I don't know who the other
'few' are... anyhow, I've been here a couple years now, and no problems yet.
I did have a parent question 'TTYL' to an administrator (not me)... and luckily I
had just finished reading it -- I couldn't figure out why I couldn't keep it on the
shelf! -- anyhow, I told the admin... I realize that many parents want to bury
their head in the sand and pretend that their students aren't talking about these
things, and that they aren't a part of their child's' life... however, I am a
parent, of 2 teenagers (both were in MS at the time), and while I don't LIKE the
fact that they are thinking and talking about 'kissing' and 'going all the way', I
personally think that a parent who avoids the topic, or that it's taboo in their
home to speak of it, ENCOURAGES (rather than discourages) their kids to experiment
more... there was nothing in that book that wasn't a part of my kids' every day
life in MS... and we are a small town in NW Colorado.... and besides that, the
section the parent questioned was one paragraph in the entire book... the only
paragraph... and w
as not at all what the book as about... lucky for me, the 'questioning' never
went past my response, and the admin agreed with me... now she has a 6th grade
girl... wonder if her feelings would be the same? Don't think I'll ask!
So, I did get a little off topic, sorry... but the other thing that I practice on a
daily basis... I don't personally recommend any book to any kid that I don't
personally know them and their parents.... good or bad, this is my policy.... I
tell the kids that I don't know what they think is a "good book" and what I might
think is "good" and they think is "good" might not match... therefore, I can't tell
them what is a "good" book... I have a list on the ends of one of my shelves that
has authors by subject (so if they like sci fi, this is who writes that genre)... I
point them in that direction. I also am working on some 'shelf talkers', but they
stick with the general description of the book, not 'HEY, I RECOMMEND THIS BOOK....'
Hope this helps... and I'd definitely be interested in seeing what other people
have to say on this subject... I don't know that I'm prepared for an official
challenge, but I'm sure LM_NET would be the first place I turned!
************
I have a 5 - 8 Media Center and I do label the books, discretely. I place a yellow
sticker on the back of the book, under the barcode indicating restricted checkout
levels. This way the label is not obvious, but it keeps younger students from
checking out books that might be too mature. I started doing this after we a book
challenge a couple of years ago. I wanted to make more mature books available to my
8th graders in particular, but needed a way to do it without parent complaints.
This has worked very well.
Students can ask for parents to write a note indicating they are allowed to check
out more mature books. I probably have 10 younger kids whose parents have done so,
even in this small, conservative mid-western town.
***********
Perhaps have parents sign a release at the beginning of the school year to
allow full access to all books for their child?
**************
You said that you didn't want to do this, but we have a separate Middle School
Fiction section which works quite nicely.
*************
If your district has a policy for challenged materials, you are in luck.
If not, you need to ask a committee to write one fast. Also, I always
say something like, "There is some strong language in this book. Will
that bother you? If it does, please bring the book back and we'll get
you another one." Parents have to know that there are books on the shelf
that appeal to 7th grade sitting next to 12th grade and adult titles.
You can also tell the student, "If your parent doesn't want you to read
this, bring it back and we'll find you another book."
Sometimes, I tell a mature 7-8 grade student, "There might be some
things your parent will object to in this book--you don't have to share
everything that is in this book, do you?" wink, wink--and they don't.
So far, we haven't had any books challenged in our whole district and
many of our libraries are combined. We have a worse situation that
yours--many of our schools are pre-K-8. There is no way you can cater to
pre-K and not have books that appeal to grade 8.
**************
I tell them directly there are things in this book that I feel are too mature for
them, and that I'm concerned their parent will object, and ask them what they think
their parent will say. Honestly, most parents don't care, and the students who
have parents who might object, will usually then not check out the book. If the
parents still does come to complain, you've done your part. You're in a difficult
situation with such a wide range of ages, but you should not be the book police.
**********
Christine Cipolla
LeJardin Academy
Kailua, HI
ccipolla@hawaii.edu
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