Every year school libraries across America are asked to remove books from their shelves. This is called a challenged book. A parent disapproves of the subject matter, and an objection is taken before the school board for removal. If the challenge is accepted, then the book is banned. Today, very few challenge cases are won because of librarians. The list of banned books include popular teen books such as Twilight and The Hunger Games. The list is generated by the Office for Intellectual Freedom from reports of libraries, schools, and media. The office states that only 20% - 25% of the challenged books are reported. For the 2010 list, there were 348 reports of challenged books. The following is a list for 2010.
1. "And Tango Makes Three" by Peter Parnell and Justin Richardson Reasons: Homosexuality, Religious Viewpoint, Unsuited to Age Group
2. "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie
Reasons: Offensive language, Racism, Sex Education, Sexually Explicit, Unsuited to Age Group, Violence
3. "Brave New World" by Aldous Huxley
Reasons: Insensitivity, Offensive Language, Racism, Sexually Explicit
4. "Crank" by Ellen Hopkins
Reasons: Drugs, Offensive Language, Sexually Explicit
5. "The Hunger Games" by Suzanne Collins
Reasons: Sexually Explicit, Unsuited to Age Group, Violence
6. "Lush" by Natasha Friend
Reasons: Drugs, Offensive Language, Sexually Explicit, Unsuited to Age Group
7. "What My Mother Doesn’t Know" by Sonya Sones
Reasons: Sexism, Sexually Explicit, Unsuited to Age Group
8. "Nickel and Dimed: On (Not) Getting By In America" by Barbara Ehrenreich
Reasons: Drugs, Inaccurate, Offensive Language, Political Viewpoint, Religious Viewpoint
9. "Revolutionary Voices" edited by Amy Sonnie
Reasons: Homosexuality, Sexually Explicit
10. "Twilight" by Stephenie Meyer
Reference:'
American Library Association. (2011). "And Tango makes three" waddles its way back to the number one slot as America’s most frequently challenged book ." Retrieved on June 21, 2011 from http://www.ala.org/ala/newspresscenter/news/pr.cfm?id=6874.
Wednesday, June 22, 2011
Tuesday, June 7, 2011
Teen Psychology Article
Marano, H. (2005). “Teens: Suburban Blues.” Psychology Today. Sussex Publishers, Inc. Retrieved from http://www.psychologytoday.com/articles/200503/teens-suburban-blues.
Money does not equal happiness. This cliché is true when you are discussing young adults. The article “Teens: Suburban Blues” discusses how children growing up in affluence have a multitude of adjustment problems that are often overlooked. Affluent suburban teenagers are more likely to smoke more, drink more, and use hard drugs more. These factors are lead by a higher rate of anxiety and depression. All of these problems start around the 7th grade. Most of the use is due to achievement pressures. The teenagers see their achievement failures as personal failures, which to them means they didn’t measure up, and this will lead to depression. Another factor is isolation. The demands of the parents’ own professional careers erode family time, and the teenagers are shuffled from activity to activity. This causes the teenagers to lose the bond they had with their parents. The lack of communication between the parents and teenagers allow for problems to go unnoticed. According to the article, even when problems are noticed, they are overlooked due to embarrassment. Neither the parents nor the teenager wants to ask for help because it will make them look as though they don’t have it all together. The appearance is more important. All three of these factors lead teenagers to make choices that can hurt their bodies. The answer to this problem is very simple but hard for some families to achieve. Do not over schedule you life, be aware of a competitive lifestyle, and dinner at the table is a must for communication.
I selected this article because of where I teach. We have many affluent teenagers in my school. This article gave me some insight into my students’ problems. So many times we think teenagers with money have it all together and don’t have problems, but the article listed three reasons why depression occurs: academic pressure, isolation, and embarrassment. All three reasons push teenagers into self medicating themselves to relieve the anxiety and depression, which in turn leads to more problems. This article gave me a different outlook on my students and the decisions I will make in the future.
Money does not equal happiness. This cliché is true when you are discussing young adults. The article “Teens: Suburban Blues” discusses how children growing up in affluence have a multitude of adjustment problems that are often overlooked. Affluent suburban teenagers are more likely to smoke more, drink more, and use hard drugs more. These factors are lead by a higher rate of anxiety and depression. All of these problems start around the 7th grade. Most of the use is due to achievement pressures. The teenagers see their achievement failures as personal failures, which to them means they didn’t measure up, and this will lead to depression. Another factor is isolation. The demands of the parents’ own professional careers erode family time, and the teenagers are shuffled from activity to activity. This causes the teenagers to lose the bond they had with their parents. The lack of communication between the parents and teenagers allow for problems to go unnoticed. According to the article, even when problems are noticed, they are overlooked due to embarrassment. Neither the parents nor the teenager wants to ask for help because it will make them look as though they don’t have it all together. The appearance is more important. All three of these factors lead teenagers to make choices that can hurt their bodies. The answer to this problem is very simple but hard for some families to achieve. Do not over schedule you life, be aware of a competitive lifestyle, and dinner at the table is a must for communication.
I selected this article because of where I teach. We have many affluent teenagers in my school. This article gave me some insight into my students’ problems. So many times we think teenagers with money have it all together and don’t have problems, but the article listed three reasons why depression occurs: academic pressure, isolation, and embarrassment. All three reasons push teenagers into self medicating themselves to relieve the anxiety and depression, which in turn leads to more problems. This article gave me a different outlook on my students and the decisions I will make in the future.
Reading Promotion Article
Fiore, C. & Susan Roman. (2010). “Meeting Readers Where They Are.” School Library Journal. New York, New York: Media Source Publication.
Reading has migrated from the printed page to the computer screen. To keep teenagers interested, we have to meet them where they are. In a survey, teenagers that are interested in reading say that they like to select their books, and they feel transported by their reading which meets their intellectual and emotional needs. Teenagers that are disinterested say reading is not free choice, is difficult mentally and physically, and the selection is minimal. The author of the article says we have to encourage teenagers by allowing for social motivators, allowing free choice, allow more options, and allow for an inclusive summer reading program. By reducing the isolation of reading by using reading blogs, reading clubs, literature circles, and podcasts, the activity of reading becomes a social networking experience. Another aspect that can improve student reading is allowing free choice. The teenagers feel locked by teacher choices and teacher control. Giving the teenagers a choice on books they are interested in allows them to practice their reading but also read books that keep their attention. The important factor should be that they are reading. There is also a great loss in achievement over the summer months. A summer reading program is important, but librarians and teachers have to be careful not to control the program too much. Allowing the teenagers to continue free choice options and social networking will keep the interest level. This in turn will allow the students to come back to school at the same or higher level of reading than when they left.
I selected this article because the teenagers of today will read, but we as teachers can’t force them by old means. There are new ways to increase student reading. I love the idea of creating a social network for the students when they are reading. This allows them to stay in contact and discuss what they are reading. So often, they will read and never voice their opinions. They may be too afraid to speak up in class, but a blog would be a great way for them to discuss the book. The article also addressed free choice and summer reading programs. Both of these options are great, but with the summer reading program, we need to allow the students to keep free choice and social networking. All of these options allow us to meet the students where they are, which will increase student reading.
Reading has migrated from the printed page to the computer screen. To keep teenagers interested, we have to meet them where they are. In a survey, teenagers that are interested in reading say that they like to select their books, and they feel transported by their reading which meets their intellectual and emotional needs. Teenagers that are disinterested say reading is not free choice, is difficult mentally and physically, and the selection is minimal. The author of the article says we have to encourage teenagers by allowing for social motivators, allowing free choice, allow more options, and allow for an inclusive summer reading program. By reducing the isolation of reading by using reading blogs, reading clubs, literature circles, and podcasts, the activity of reading becomes a social networking experience. Another aspect that can improve student reading is allowing free choice. The teenagers feel locked by teacher choices and teacher control. Giving the teenagers a choice on books they are interested in allows them to practice their reading but also read books that keep their attention. The important factor should be that they are reading. There is also a great loss in achievement over the summer months. A summer reading program is important, but librarians and teachers have to be careful not to control the program too much. Allowing the teenagers to continue free choice options and social networking will keep the interest level. This in turn will allow the students to come back to school at the same or higher level of reading than when they left.
I selected this article because the teenagers of today will read, but we as teachers can’t force them by old means. There are new ways to increase student reading. I love the idea of creating a social network for the students when they are reading. This allows them to stay in contact and discuss what they are reading. So often, they will read and never voice their opinions. They may be too afraid to speak up in class, but a blog would be a great way for them to discuss the book. The article also addressed free choice and summer reading programs. Both of these options are great, but with the summer reading program, we need to allow the students to keep free choice and social networking. All of these options allow us to meet the students where they are, which will increase student reading.
Sunday, June 5, 2011
The First Part Last by Angela Johnson
I finished The First Part Last a few days ago, and I really wanted to take some time to let it sink in. It was an easy read, but the topic of the book is not easy. The portrayal of the young father trying to raise his child is wonderful. The part in the book when Bobby realized he left her alone in his apartment to go meet his friend was heartbreaking. The "want" to still be a teenager, but the "need" to be responsible and be a father is the internal battle he faced. This book could speak to many teenagers because most think that it can't happen to them, but so did the two main characters in this book. The daily struggles Bobby went through trying to be a father and a student should give teenagers today a front and center look at the all too common occurrence of teenage pregnancy. An interesting aspect of the book is the forshadowing that led me to believe Nia had died in childbirth. The ending definitely has a twist that I was not expecting.
Wednesday, June 1, 2011
Requirements for Healthy Developement of Adolescent Youth
The article "Requirements for Healthy Development of Adolescent Youth" began by defining an adolescence. The age began with 12 as early adolescents and ended with 22 as late adolescents. As a 22 year old, the idea of still being an adolescent is probably frightening, but I agree with the statement. A 22 year old is for the most part still trying to find a career and make decisions that will effect the rest of his/her life. The author continued to discuss the differences between each person although there are some common factors. Many of us come from the same background which allows for common factors, but that doesn't mean we are the same person. Allowing for differences especially in adolescents is key. There is no one variety of teenager that is perfect. They are all learning who they are and what they want to be. Of all the important information the author gave, the part that stuck with me the most was how she identified the age of adolscence as the Age of Commitment. I have really never thought about it before, but this statement is so true. They begin to make commitments to friends, to a school, and to a career, all while they are breaking away from some of the protection offered by family members. This article gave me some insight into my students and my own children.
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