Lesesne demonstrates that often half of the battle in the process of encouraging tweens to read is getting them to recognize that reading material is omnipresent. In our jobs as librarians, we must work to disabuse tweens of the belief that reading books and textbooks is genuine reading, while reading magazines, blogs, and comics is not. We need to assure young readers that whenever they pick up that beloved magazine or comic book, they are engaged in the process of reading. Tweens need to understand that all readers choose from a variety of genres, and that it is perfectly acceptable to read lighter fare. In our work with tweens, we must ensure that we provide them with the same level of respect and opportunities to grow in their identity as readers that we afford to other more advanced readers.
As a group, tweens are far from monolithic. They encompass disparate levels of maturity, reading levels and passions, avocations, social intelligence, and informational requirements. Collections that serve this group, therefore, must consist of a variety of engaging material that addresses the developmental needs of tweens. Selectors should engage tweens in the selection process, getting them to weigh-in on purchasing decisions. Series books often play an influential role in turning kids into readers, and should play a fundamental role in each collection. Moreover, collections must ensure that chosen books appeal to a range of ages, tastes, and reading levels.
In addition to providing a balanced collection, librarians must ensure that they are meeting the individual needs of tweens. Meeting individually enables librarians to tailor their recommendations, providing tweens with the knowledge that there is someone in their lives that cares for them, and who understands the importance of questioning values, exploring the world, and growing as a person.
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