Middle Schools, Tweens and Libraries

The evolution of the American public school system at the turn of the century was motivated  by demands to decrease overcrowded conditions.  The influx of new immigrants meant that the American population was growing rapidly in the early 1900s.  In order to cope with large populations of young students, school administrators devised a plan to separate older children from younger ones by creating middle schools that would act as a bridge between elementary schools, and high schools and colleges.  At the time, leading psychologists argued that the increased demands of transitioning to middle school would hinder students at the time when their development was in so fragile a state.  Still, middle schools were built and populated quickly.  The act of separating students into two classes of children, one young and one older, had the added effect of changing perceptions and constructing a new developmental phase: the preteen.   (Juvonen, et al. 2004).

It didn't take long for the "preteen" to become fully entrenched in American culture.  Now, the "preteen" has given way to a new, younger "tween" population, as manufacturers have decided upon tweens as the new commodity to target.  Tweens vary from preteens only in age.  They are younger, but they exhibit the same willingness towards adolescence as did the "preteens" before them.  It is hard to say whether tweens' willingness towards adolescence is caused by, or is the cause of the targeted marketing campaigns that seems to facilitate the transition to adolescence at a younger age.  Tweens look older, they dress older, they have styled hair, and some of them even wear make-up, but despite the appearance, they are not yet teenagers.  Rather, they are children beginning to experience the first traces of adolescence.  As such, they have a unique set of needs and capacities.  They vacillate between child and teen, needing space, direction and support. 

It is important for librarians to be well aware of the particular needs and capacities of tweens when recommending reading material and building collections.  Tweens who want to read vampire romances, for example, may not be ready for Sookie Stackhouse or Twilight.  In this case, a good fit might be a book from  the Oliver Nocturne series, or the Poison Apple series.  These picks are developmentally appropriate both in terms of reading ability and subject matter.          



Juvonen, J., et al. (2004).  Focus on the wonder years: Challenges facing the American middle school.  RAND Corporation: Santa Monica, CA.