1. If you go through your collection and mark all the books that 2nd
graders shouldn't take, you are setting yourself up to have them do just that.
I can't believe someone would suggest - or actually do - that!
1. I was in a K-8 parochial school and the library was so physically
small I
couldn't have a separate "YA" section so it wasn't all that unusual for a
2nd grader to come up with something that was probably too mature ( I
remember particularly Philbrick's The Fire Pony having a cover that just
seemed to cause the book to leap into the hands of 2nd grade boys). If I
saw it I would advise the child that the book was not written for 2nd
graders but for the upper grades and would ask if their parents would care
if they read books like that. If they said no, I'd say with a smile -
great - but if your parent calls to complain about it I'll tell them you
"lied." If they knew their parents wouldn't really like it I'd get a
sheepish smile and they'd put the book back but actually that didn't happen
often and the only complaint I ever got was once when a 2nd or 3rd grade
child checked out a middle-school book that I didn't see and when I
explained the physical situation to the parent and that the book was not
intended for a child her daughter's age and that I was sorry she was unhappy
her daughter had checked it out but that it was appropriate for our older
students that was all I heard. I also told the kids that it was okay to
read it now but they might not understand everything and that they might
want to remember to read it again when they were older. I've always had a
theory, based on my own personal experience as a reader, that if the child
already understands the content (whether it's the situation or words like
"scrotum" or in my case "homosexual") then what's the difference if they
read about it and if they don't they'll do one of 3 things. They'll either
ask their parent/teacher (hopefully not another kid) about it which should
be good for adult/child communication (no way was I going to do that) or
they'll try to find it on their own (aren't we supposed to encourage
inquiry? I tried the dictionary which didn't help) or ignore it (wish I
could remember the title of the book so I could see if understanding
"homosexual" would make a difference in my understanding of the plot)
1. You don't do anything with the books what you do is discuss with the
children how to choose a good book and what to do if they choose a book they
don't feel comfortable reading after starting it (just close it). How are
you going to monitor each child's progression and reading maturity? Are you
going to label all the scary books for those who have nightmares? How do you
know if they have nightmares? What I do is after discussing with the younger
kids how to choose a good book and the fact that the library has books on all
things, including books written for an older child in mind. We then discuss
what might be in those books and then I tell the kids that they (and their
parents) need to decide what types of books they should be reading and what
to do if they pick a book that may be too mature for them. We talk briefly
about the fact that everyone has their own individual reading interests and
different types of books that they like to read. We also talk about how some
people have lots of time to read and may want longer books and some can only
fit in short books. I tell them that the books written for the older kids
have people and animals dying in them, a lot of violence sometimes,
inappropriate language, can be very scary, and can contain stuff
like............kissing. Yuck! I also tell them that if they do happen to choose
a book like one
of the above, that I will warn them at checkout time by saying "You know that
this book is written for the older kids--if you want to you may go back and
choose another book or take this one." 90% of the kids choose another book-5%
of the others just return the book in the book return by the next morning. I
also tell them that if they do take it home and don't like it there is no
rule that says they have to finish it –unlike their vegetables :)
1. I am attaching the labels you can print out of your AR program--that
contain the interest level. Do you have those labels in your books? My
elementary librarian uses them to steer kids to books that are age-appropriate
for them. The Interest Levels are associated with grade level: k-3 lower
4-8 middle 9-12 upper You can find the publisher's information online.
This is taken from _www.renlearn.com_ (http://www.renlearn.com/) :
1. I think any book that you mark brings attention to it somehow. In
particular, any label that says "this book is NOT for you" will more than
likely encourage kids to look at it whereas they otherwise probably would not
have. In our library we have a section for "Transitional Readers" -- those
chapter books that are targeted at second graders (Magic Tree House, Junie B.
Jones, A to Z Mysteries, and any other fewer-than-100-pages chapter books that
seem appropriate). Most of our second graders, when selecting fiction,
select from this section, as do many of the third graders. Outside this section,
third graders are mostly reading what their friends are suggesting or what
we're book talking. I think you're right -- most kids are quite good at self
selection. I've found that for MOST kids, when they select a book that's too
mature for them, they tend not to finish reading it. Usually if the topic is
too mature, it's just not that interesting for them. Obviously, you'll get
some requests for Bridge to Teribithia that you wouldn't have a few months
ago because of the movie. I think you simply have to honor those requests.
Maybe if a kid that seems particularly young to you checks it out, you can
encourage him/her to read it together with his/her parent.
1. One thing I did in my "old" library was place "guide lines" in the
back of books. This had nothing to do with reading level, but content. I was
in a K-8 library. This is the general rule of thumb I used:
Green lines for third grade and above
Blue lines for sixth grade and above
Pink lines for seventh and eighth grade
I also put a red dot on all non-fiction books appropriate for primary grades.
I told the students that these were the guidelines and that it was their
responsibility to check the books. I DID NOT check each book as it was checked
out. When challenged by a second grade parent it turned out the student was
ignoring the guidelines. It was up to the parent to require students use
the lines. Other parents did not want their children
restricted in anyway. I provided guidance, not parenting, in the library.
1. I am passing on something that a elementary media person shared with
me once...
She had red label protectors on the non fiction books to remind the kids to
STOP and think before taking this book. Ask yourself "do you have someone at
home who will read it with you?" I think something similar would work -
though I wouldn't use red because I think they are hard to see through for
shelving, but perhaps yellow? It would be a easy way for you to monitor and ask as
the student is checking out. I am in a MS and have done something similar
with what we call the 8th grade books. These are books with more mature themes,
more violence and gore (i.e. almost all the Stephen King and Anne Rice books
are there). Any 8th grader can check them out, but 6th and 7th graders must
have a note from home saying they can read them. We just make a note on
their patron record and it is painless. Last year a MS in a neighboring town
was targeted by a parent watch group which took book information from one of
those online book watch sites and literally went through his catalog filing
dozen of removal requests. My superintendent contacted me and asked what I
had in place to protect us from a similar action. I told him about my 8th
grade policy and he seemed to think it a good idea and good safe guard.
1. I taught second grade before I was a librarian. I book talk series I
like for them and after the read aloud have boxes of books for them to
select from. This is when I can get to it. Saves the dropped books on the floor.
1. This has been an ongoing discussion in my district for years. I
patterned myself after a good friend in 2003-04 and created a 6th grade only
collection. Then I prepared myself with strong statements to help everyone
understand. There are some wonderful children's books that you will only read
in the 3-5th grades, so read them instead of Lord of the Rings, etc. I created
a circ type for those books, labeled them and created a 6th grade patron
that could check out those books. I explained everything to everyone and that
was that for one school year. However, the next year I began my national
board cert process. I read so much literature about my profession and so much
from ALA I changed my mind about access in my library. So, I took away
everything except the label. Now, they are recommended for 6th grade. I have
that
label to point out to a 2nd grade student or teacher. I am respected enough
that usually that is all it takes. It's my recommendation as a children's lit
professional. Now, I have more students reading things best for them, and
only a rare few who read those high level books. PS: these books are not
labeled because of reading level. It is subject matter and content. I still
believe you'll only read Shiloh in elementary school, but you might read so
many other YAish books later. Thanks what I do in OK.
2. I don't know what your age range is. I have K-8 and this often is a
challenge for me. If your students would not be reading anything truly
inappropriate for their age I would let them self select. But, I would try to see
that they had other more age appropriate books, too. So if they get tired of
reading the "big" chapter book they can read another easier one.
3. We have put circulation notes into our Follett program for a few of
our books. It is something about mature language and/or subject matter. It
shows up when a book is scanned for checkout. It just provides a chance to
discuss with the student the appropriateness of his/her choice.
4. I am in a 6-8 school, but the same principal applies. I put a "YA"
sticker on the books that have a more mature theme. I tell all the students
during orientation that the books marked with that sticker are of a more
mature nature that they know what their parents expect of them, and then I let
them make their own decision. I haven't had a problem so far.
5. I work in a Jr. High/High school and have the same situation here.
I have
been putting labels that I have prepared, "Contains mature situations or
bad language," inside the front cover of the book where I stamp the due
date. This reminds me when I am checking the books out to point this out
to the student and ask if this would be ok with their parent. Placing the
label inside the cover does not advertise that there are mature situations
or bad language in the book. This also places the responsibility back on
the student and if a parent calls to complain about what their child is
reading, I inform them that the child felt this material would be
acceptable to them.
6. I would LOVE to hear how our fellow LM-Net folks handle this issue
(labeling - or not, for more mature readers). I am currently in a k-2
school, next year will be combining with 3-5. I forsee the problem, but like you,
am hesitant to prohibit kids from choosing books from the entire
collection. I really don't want to have a section that younger kids may not go
to....
but may have to.
7. I am adamantly against labeling. Have you tried teaching a 5 finger
rule and comprehension lesson? You could stress that it's not enough to
be able to read the words; they must understand them. Model for the
class by reading a passage from one of those "enticing" books; ask the
class to explain the passage to you in their own words. Stress how they
won't do well on an AR test if they're not ready to understand the
story. You could also provide individual incentives for those students
who choose books just right for them...an extra AR point, stickers, etc.
Just some ideas.
8. I use a YA sticker for grades 5th only material. I am in a K-5.
Some books are just not appropriate for younger children but I feel they are
needed by about age 10...what do you think?
9. I'm facing a similar issue. One of the librarians in or district
puts a blue sticker on the spine of mature books. To check out a "blue
sticker" book, they either need a certain reading level or parent/teacher
permission
(written). Thanks for posting, you aren't the only one is a similar
position.
10. We changed from being a 6-8 school, to being a K-8 this year and
yes, we label the books that we can identify. We put a red "UG" (upper grade)
on those book spines, and beside the barcode inside. We have had 2nd graders
trying to check out the Traveling Pants series, for one example. That is just
not a series that I would recommend for 2nd graders. I had a book challenge
on it last year from a 6th grade parent.
11. We mark mature subjects with a small red label; only children with a
signed permission slip from home can take them out (and only 5th -8th at
that). I have no qualms about it - if kids read those books at too young an age,
they probably won't enjoy or understand that, nor will they go back and read
them again later at a more appropriate age.
12. I do not identify books by grade nor do I level. Early in the school
year, I do lessons on choosing the "just right" book. As a group the classes
and I establish criteria on how to identify that "just right book." I will
ask students before they check out books how the book matches the criteria. I
don't single out student whom I feel might be over their heads or under
shooting their reading level. Usually, the students who have books that might not
"fit" will put the book on the cart and look for something new. However, if
the student continues to check out the book, I do not interfere.
Ruie Chehak, Library Media Specialist
Sallie Jones Elementary School
1230 Narranja Street
Punta Gorda, FL 33950
Ruie_Chehak@ccps.k12.fl.us
941-575-5440
"Be who you are and say what you feel, because those who mind don't matter
and those who matter don't mind." ~ Dr. Seuss
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