Entry #14: What is a Tween?

Throughout this course we have been discussing what is a “tween.” Is the term determined by biological, mental and physical changes? Or is tweendom an age or grade range? This question is not as clear cut as that of say a teen or an infant, where social, legal, age and physical changes dominate these titles. Tween however, is an amorphous definition, but one that must be considered.

Through the past 16 weeks we have studied and mulled over tweens and its definition. While I agree that the term tween is highly dependent upon biological factors such as puberty, puberty is not solely the answer. Recent reports have been concluding that early onset of puberty is rising. However, this does not necessarily mean that maturing 10 year olds have the same capacity of a 13 year old that has not yet begun puberty.

Other definitions include age ranges and school grades; however both of these can also fall into the same trap. Since intelligence, critical thinking, and maturity are ultimately based upon the individual, it can be hard to accurately label everyone in the right place.

In some ways, I have to agree with an old history professor of mine. He taught a class on Anti-Semitism, and began the class asking what the definition of Jew was. The class attempted to define both by religion and culture; however the professor believed that a Jew was anyone who considered himself a Jew. I think the same can be said of tweens. A tween is anyone who considers him or herself a tween.

From a library perspective, however, this definition does not often lend itself well to recommending books, creating programming, and understanding what this group goes through. As such, classes like this provide students with an understanding of the possible people who relate to this label. Understanding biological and cognitive changes can help librarians better understand the behavior of tweens. Additionally understanding age and grade ranges can help librarians with an overall idea of the types of books whose writing level or content is appropriate for that age. Lastly, an understanding of the community’s school dynamic (middle school, junior high school, etc.) can help a librarian discover not only the education standards and class requirements but also materials appropriate.

Ultimately, though, it is up to the librarian to get a feel for the individual, having an informal interview to get to know the kid, his or her interests, and so forth.