Below is a shortened version and revised of original query and the addition
to that query: Thanks to all who responded.
I serve a K-5 school. Lately, I have had a plethora of 2nd grade students
selecting books that are way above their interest level and maturity level.
Do you label books that are more appropriate for the upper grades? If so,
how do you label them? This goes against everything I believe in, but this
year I have had little or no help and I am not always able to have that
conversation with each and every child before they check out their books. I have
always believed that kids are good self-selectors. My second post: My concern
is books like Bridge to Teribithia, and Yankee Girl-Rodman. Both of these
books have themes I most 2nd or 3rd graders (at least at my school) would not
understand. Both are somewhat controversial in that parents might choose to
explain death or integration to their own children. So how do you monitor
these?
Overall, most respondents have some sort of system to identify mature
themes. Most of these schools seem to be of the K-88th variety. I have decided
to
leave my collection as is for now. My goal is to repeat lessons from
earlier in the year about how to select a good book, the 5 finger rule, and I am
creating a list of early chapter books that I know these students will like. I
will share this list with my teachers. This is an issue that seems to have
struck a chord with many of you. There are 40 responses. I will send the
hit in three e-mails
Thank you all, Ruie
Responses: These are in no particular order. Thank you to all for your
suggestions. I have decided to not label anything, which was my inclination
from the beginning. I am making a concerted effort to “advertise” chapter
books that most teachers and I find more suitable for my first and second grade
readers.
1. I don't label the books. Every child thinks he/she is a mature
reader. Some are, some aren't. If you allow for totally open selection, then I
think you have to let the kids decide. You can "steer" them via interesting
displays, author studies and book talks. If I catch a "poor selection" I will
question the student at the desk, but this is not usually very successful. Get
parents involved. At Open House or via handout, encourage parents to share
library books with their kids. Ask why they chose them, what was the appeal?
I occasionally will get a request from teachers to have students select a
particular kind of book: independent reading, weather, poetry, etc. I always
tell the teacher to tell the students before they come. I will reinforce the
request.
2. I am library media specialist in a K-6 school and came upon a
similar problem, for my 6th graders were interested in more mature books than we
had in the collection, and once the younger kids saw them they felt they could
read them. The content wasn't appropriate for the 2-3rd graders that were
checking out these "big books" (they felt the thicker the books were the better
reader they were!), so I bought some "Young Adult" stickers from Highsmith
and have been working on affixing them to books I deem appropriate. I have a
permission slip form if younger children are interested; they must get
parental approval (signature on slip) before I'll check the book out to them.
It's
worked out very well; if the younger ones are truly interested in the book,
they'll follow through with the permission slip. I understand what you mean
about the AR fascination--we currently just switched to the Renaissance
program for AR--and even the teachers are driving me crazy with finding books on
certain levels!&
3. You didn't ask if it was ethical to label these books. Certainly it
is not ethical. Have you seen the ALA statement on labeling? If I may put it
in a First Amendment context, you recall that it is a violation of the First
Amendment to pre-censor speech. It's what is called prior restraint —
prohibiting someone from saying something because of the message of what he is
saying, when that message is not inherently dangerous ("dangerous" is like
shouting "fire" in a crowded theatre, to quote the seminal Supreme Court ruling on
the topic). By putting labels on the books, you might prevent students who
would enjoy the books, and whose parents would not object, from reading those
books, just because
of the presence of the labels. So it is content-based restriction.
4. If you WANT 2nd graders to checkout books "above" them, then label
with a sticker that says "this is for someone older". You will have kids
flocking to check out those books that "the older kids can check out". I'll
never forget the reconsideration story that happened in a local high school. A
book was being challenged and a committee was gathered to discuss the book and
its merits. The committee consisted of a teacher, a librarian, a parent,
school board member and a student. One of the adults suggested -- "let's
create a section for mature readers only in this high school library". The
STUDENT says, "sure, if you want a line around the block of students wanting to
check out from that
section". The student understood much better than the adults that kids will
always want to read what adults say they can't read. So, if you tell the
kids that you can't go to these books, they will automatically go to those
books .I tell my 2nd grade (that check out 2 books for 1 week) that 1 book needs
to be one they can read and the other can be anything else. I believe that
every reader goes through a stage of checking out "the
biggest book in the library". Most mature out of that stage fairly quickly.
Some continue on that path for quite awhile. I feel that if they are
leaving with 1 book I know they will enjoy that the next time they may possibly
look for other books just like it. I also reinforce often the idea of opening
the book before checking it out. I tell them not to judge the book by the
cover.
5. I am the k-12 librarian in a rural school w/ 600 plus students. The
elementary and hs library are right next to each other, divided by a wall of
glass w/doors. No aid. We use Mandarin circ system and I do "label" the
books on the system. I can flag a book on Mandarin so a message shows up when
it is scanned. I use:"Must be in 7th grade or above to check out this title.”
Mature Readers Only-9th grade and older" Of course, this only works if the
book is actually checked out, no accounting for theft! Also, because of the
configuration of the library, I MUST have a sub who can run the circ system.
Also, if a student really wants to read a book that is flagged, I tell them
to bring me a written note from their parents. Then I will let them check
out the book. I would rather "censor" (OUCH) than raise a ruckus with a very
Baptist community!
6. We have a 5-finger rule. If a 2nd grader comes up to me with a
chapter book I have him/her read the first page out loud to me or another
student. If they miss between 3-5 words they are told the book is too hard for
them at this point. They seem to accept that once they realize they cannot read
the words.
7. I'd like to know what you learn from this query. I am at a 1 - 3
school and
I can control that problem somewhat with my selection policy. You might
label your books with interest level . My experience has been that whatever
you do, sooner or later it will become a problem .
I have quite a few who are checking out a book, just because it looks
impressive. Over the years I have backed off in giving my input, because it
doesn't
seem to help and sometimes I am wrong. Forgive me if I sound disgruntled -
AR is a 2 edged sword
8. I am in a K-12 school and I have this problem on the upper grades -
my 6th graders want to read very mature books that would be intended for
juniors and seniors. Because I maintain a database of my considerations and order
from that I have recommended grade levels for each book that I buy. When the
books come in I just print a label to put on the pockets (we use date due
cards still) that has review source, price, and rec.
grade levels. When a student checks out a book that is WAY over his or her
head we caution them. I, too, don't believe in restricting access to books and
I would have a hard time on the elementary level where there is such a wide
discrepancy in student maturity. I feel that by calling attention to rec.
grade level, many students will rethink a choice. I or
whoever is working the desk say that there may be things that you or your
parents are uncomfortable with and leave it at that. Most times that's enough
for the kids.
9. I don't label my books but I do have a different sections based on
reading level. For instance, all picture books are in the E (Everybody)
section. Easy Chapter books are books that are great for 2nd and 3rd graders. I
have them marked with a call number EC, last name, first name. These have
an orange sticker on the very top and are located in their own section next to
the easy books. These books are then followed by Juvenile books and
Juvenile nonfiction. With my second and third graders, the teachers and I really
steer them towards the easy chapter books. I tell them that they can check out
any books from this section but if they want to check out a book from the
juvenile section, they need to visit with me or their teacher first. The
reason we started this was because we had a bunch of second graders start to check
out "thick" books or Goosebumps books simply because they saw someone else
do it. They had no real intention of reading the book. By having them check
with us first, we can do a spot check to make sure the book is appropriate
and would be a good reading match for the student.
I don't label my books but I do have a different sections based on reading
level. For instance, all picture books are in the E (Everybody) section.
Easy Chapter books are books that are great for 2nd and 3rd graders. I have
them marked with a call number EC, last name, first name. These have an orange
sticker on the very top and are located in their own section next to the
easy books. These books are then followed by Juvenile books and Juvenile
nonfiction. With my second and third graders, the teachers and I really steer
them
towards the easy chapter books. I tell them that they can check out any
books from this section but if they want to check out a book from the juvenile
section, they need to visit with me or their teacher first. The reason we
started this was because we had a bunch of second graders start to check out
"thick" books or Goosebumps books simply because they saw someone else do it.
They had no real intention of reading the book. By having them check with us
first, we can do a spot check to make sure the book is appropriate and would
be a good reading match for the student.
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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