Creating and nurturing tween readers through readers’ advisory services in a public library

Abstract

Research problem: Auckland Libraries: Te Kauroa - Future Directions 2013-2023 gives the directive to children’s librarians to “create and nurture readers” (Auckland Council, 2013, p.22). This research project sets out to answer the question of how children’s librarians in public libraries can effectively create and nurture tween readers through RA practices, and whether reader-response theory is an appropriate approach.

Methodology: The researcher took a qualitative approach, based on reader-response theory. Data was gathered through two distinct data gathering elements, firstly, semi-structured interviews with librarians, and secondly, semi-structured focus groups with tweens. In terms of selection, the library staff members were self-selecting, responding to an invitation by email to take part in the research, while the tweens were selected through purposive sampling, from a pool of avid readers at three branches. Nonetheless, the nine library staff came from eight different branches across the Auckland region, and the nineteen tweens from three quite different branches; one inner city, one suburban and one rural.

Results: It was found that library staff can and do effectively create and nurture tween readers through their RA practices, so long as certain practices are in place. In keeping with reader-response theory: recognising the individual nature of what constitutes a ‘good’ book; focusing on the appeal terms that apply to the individual reader; and getting to know the reader through asking open questions about previous books enjoyed. In addition, library staff should maintain a foundation of knowledge of tween books, share their enthusiasm about the books and reading, and suggest several books for tweens to choose between.

Implications: It is hoped that this research will provide a foundation for best practice in readers’ advisory for tweens within Auckland Libraries, and in public libraries generally, and that it might contribute to the development of a readers’ advisory strategy for children’s librarians. Subsequent studies that delve deeper into the questions of why tweens read, a quantitative analysis of appeal concepts for tweens, and an analysis of the correlation between tween opinions of staff as advisors and staff RA behaviours, particularly in New Zealand contexts, would further expand on the findings of this study.