It wasn’t till I became a high school English teacher that I realised the complexity of sourcing texts for students. In my desire to recommend quality literature to students, that would also meet their interest and academic needs, I started down a windy path of decision that has proven tumultuous. This has been exacerbated somewhat by the criteria for which I try to abide by when selecting resources for my students.
Oddone (2019) discusses the difficulties when selecting texts that have potential triggering events for students, while at the same time, might be the book that changes the perspective of another. Making the decision on what age recommendation to place on books for students has been something of which I have agonised over. This can be further complicated by the expectations and rules parents have for their children in regards to what they are allowed to read (which often differ from what the children think should be the rules as well!) Working in a faith based school has an added layer of consideration when building a collection that compliments the ethos of the school while also meeting the needs of the students.
Considering all of this has further highlighted the need for positive collaboration between the school and parents so productive discussions can be had over topics that have the potential to be tricky. Ultimately, it is the parents final decision about what they allow their child to read, but appropriate supports can be given as children wade into literature that represents more mature topics.
- Teacher librarians, library staff and teachers can have productive discussions with children about the books they read. Being able to process more mature content in a way that is practical and informative can help students to form their own views and consider the perspectives of others. It also provides a safe space for students to engage with material that will undoubtedly raise many questions for them.
- Teacher Librarians can be a guiding light in this area, as long as they are informed and keep up to date with current research around this topic. For example, current research on trigger warnings on the front cover of potentially sensitive books have found that these warnings may make students more likely to respond poorly to upsetting material – potentially making students who are already at risk of distress, worse, rather than better – almost like a self-fulfilling prophecy (Kimble et.al, 2021).
- Keep it simple – as teachers, we often know our students well enough to be able to gauge what might be ok, and what wouldn’t be. This sentiment is echoed by Regan McMahon, the book editor at Common Sense Media, when he was interviewed by Lambert (2023). His advice rings true: “The thing that we always stress is that you know your own kids best, you know how sensitive they are and what they can handle.”
Ongoing, open conversations are the critical piece of the puzzle. Inviting parents into the library regularly, so they are familiar with the collection could be a good place to start. Explaining the reason and policy behind selection of resources is important – knowledge here is power.
Kimble M, Flack W, Koide J, Bennion K, Brenneman M, Meyersburg C. (2021, March 25) Student reactions to traumatic material in literature: Implications for trigger warnings. doi: 10.1371/journal.pone.0247579.
Lambert, L. (2023) What to Do If Your Child Is Interested in Books With Adult Themes in Brightly – Raise Kids who Love to Read. https://www.readbrightly.com/help-my-kid-wants-to-read-fifty-shades-of-grey-what-to-do-if-your-child-is-interested-in-books-with-adult-themes/
Oddone, K. (2019). School library collection development: It’s not as simple as you might think. Linking Learning. https://www.linkinglearning.com.au/school-library-collection-development-its-not-as-simple-as-you-might-think/