Library ReviewOnline book clubs for preteens and teensCass.docx

Library Review
Online book clubs for preteens and teens
Cassandra M. Scharber Ann Melrose Jody Wurl
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Cassandra M. Scharber Ann Melrose Jody Wurl, (2009),"Online
book clubs for preteens and teens", Library
Review, Vol. 58 Iss 3 pp. 176 - 195
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http://dx.doi.org/10.1108/00242530910942036
LR
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Library Review
Vol. 58 No. 3, 2009
pp. 176-195
# Emerald Group Publishing Limited
0024-2535
DOI 10.1108/00242530910942036
Received 1 May 2007
Reviewed 25 July 2007
Accepted 26 August 2007
Online book clubs for preteens
and teens

Cassandra M. Scharber
Department of Curriculum and Instruction, University of
Minnesota,
Minneapolis, USA, and
Ann Melrose and Jody Wurl
Hennepin County Library, Minnetonka, Minnesota, USA
Abstract
Purpose – The purpose of this paper is to highlight and examine
public-library-based, online book
clubs for preteens and teens.
Design/methodology/approach – Two online book clubs are
discussed.
Findings – Overall, the online book clubs proved to be a fun,
engaging, and convenient activity for
preteen and teens. Parents and librarians also found these clubs
to be motivating and flexible.
Research limitations/implications – This case-based manuscript
would benefit from insights
from other libraries that offer online book clubs, further
investigation and empirical research.
Practical implications – This manuscript offers theoretical
grounding and rich, practical details so
that other libraries can capitalize and create their own online
book clubs.
Originality/value – Online book clubs offer a forum that
capitalizes on youths’ familiarity with
computers and new literacy practices while staying rooted in
traditional practices. Public library
online book clubs are sites of possibility – a medium through
which libraries can more readily
encourage literate practices in younger generations.

Keywords Literacy, Youth, Public libraries, Internet, Children
(age groups)
Paper type Case study
Introduction
Online book clubs are just beginning to become points of
conversation in non-research
journals in education and library science. Many book clubs
geared for adolescents are
school-based, occurring before, during, or after school with
teachers, but researchers
are beginning to take notice of the possibilities that exist for
literacy and learning
outside the classroom, including possibilities offered through
community libraries.
Public library online book clubs are sites of possibility – a
medium through which
libraries can readily encourage literate practices in younger
generations. This
manuscript grounds the concept of online book clubs in theory
and research and
details two online book clubs geared for preteens and teens
offered through a
metropolitan public library system. We hope that the
information provided in this
manuscript will enable and motivate libraries to create their
own online book clubs.
Literature review
Decline in reading?
Over the past 20 years, research continues to show that reading
scores plummet and
voluntary reading rates diminish as children move from
childhood to late adolescence

(National Endowment of the Arts, 2007; NAEP, 2005). Nine-
year-olds read more than
their 13- and 17-year-old counterparts (National Endowment of
the Arts, 2007). Fifty-
four per cent of nine-year-olds said they read almost every day
for fun whereas only 22
per cent of 17-year-olds did so in 2004. Reading comprehension
test scores are lower for
both 13- and 17-year-olds than for nine-year-olds (National
Endowment of the Arts,
2007). Of course, there is a countermovement to this research
that is striving to
The current issue and full text archive of this journal is
available at
www.emeraldinsight.com/0024-2535.htm
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177
‘‘debunk this myth that youth are not reading’’ (Moje et al.,
2008, p. 146). What ‘‘counts’’
as literacy/reading (do web pages, text messages, magazine and
comic books count?)
and the lack of research on adolescents’ outside-of-school
literacy practices are
primarily the points of contention. It is well established in the
literature that kids move
from readers to non-readers between childhood and late
adolescence. Therefore, it is
imperative that we as educators, librarians and citizens accept
the challenge to sustain
and inspire voluntary reading in the next generation. ‘‘Ninety-
three per cent of
teenagers are online; nine in ten American teens between the
ages of 12 and 17 are
internet users’’ (Lenhardt et al., 2007). Given adolescents’
predisposition to technology,
online book clubs may be a motivating factor for preteens and
teens to sustain and
encourage their voluntary reading of books and other print and
multimedia as they
move through adolescence.

The net generation
We consider the adolescents involved in online summer book
clubs to be part of the net
generation. Don Tapscott coined the term, ‘‘Net Generation’’,
in his book, Growing Up
Digital: The Rise of the Net Generation (1998). Trapscott
contends that because of their
access to digital media and the internet, the young people of the
Net Generation learn,
work, think and create differently than previous generations.
There are other names for
this generation of young people, including ‘‘Millennials’’,
‘‘Generation Y’’, ‘‘Generation
Next’’ and ‘‘Generation M’’ (for mediacentric). Regardless of
generational name, the
single most defining aspect of this generation is this: they are
the first generation to
have their entire lives mediated by technology – they have been
surrounded by and
have used the internet and technology since they were born.
Teamwork, experimental
activities, collaboration, multitasking, and the use of technology
are key to this
generation when it comes to learning (Howe and Strauss, 2000;
Oblinger, 2003; Raines,
2002).
Definition of literacy
The definition of literacy has changed dramatically in the USA
over the course of its
history, from being able to sign your name, to being familiar
with canonical texts, to
being able to read and write and make meaning from the written
word, to being
proficient in twenty-first century skills that are context specific
(National Adolescent

Literacy Coalition, 2007; Myers, 1996; Kaestle et al., 1989).
Today, literacy is ‘‘no longer
an end point to be achieved but rather a process of continuously
learning how to be
literate’’ (Leu, 2001, p. 568). Preteens of the Net Generation
are literate in both ‘‘old’’ and
‘‘new’’ ways.
In this article, literacy is defined as ‘‘the flexible and
sustainable mastery of a
repertoire of practices [associated] with the texts of traditional
[‘old’] and new
communications technologies [‘new’] via spoken, print, and
multimedia’’ (Luke and
Freebody, 2000, p. 9). In this definition, the meaning of ‘‘text’’
has been expanded to not
only include the printed word (‘‘old’’) but also the electronic
texts (‘‘new’’), whether they
are print-based, sound-based, visual-based, or a combination. In
addition, the definition
of literate practices has been expanded from reading and writing
(‘‘old’’) to include
practices of skillfully using technologies (‘‘new’’).
Participating in online book clubs is
considered a new literacies practice where book clubs serve as
forums for young people
to socialize, discuss books and utilize new literacies including
chatting and posting
messages to discussion boards.
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Book club ‘‘explosion’’
It is fair to say that book clubs have ‘‘exploded’’ in popularity
in this country and that
‘‘book club euphoria’’ (Hoffert, 2006, p. 37) has been an
integral part of mainstream
American culture for the past decade. Oprah’s Book Club was
launched in 1996, and is
credited as being a major catalyst to the up surge of all kinds of
book clubs in this
country (Rooney, 2005; Konchar Farr, 2004). Oprah’s book
selections are geared toward

adult readers, but the reading and book club craze ignited by her
club have had a ripple
effect that extended to book clubs geared toward young people
as well.
Of course, it is impossible to ignore the impact of another major
literary influence –
J.K. Rowling, author of the Harry Potter series. The first Harry
Potter book was
published in 1997 and the seventh and last book was published
during the summer of
2007. Collectively, the series has been published in over 65
languages and has sold
nearly 400 million copies
(http://en.wikipedia.org/wiki/J.K._Rowling). Rowling has
been credited with inspiring a new generation of young readers
‘‘at a time when
children were thought to be abandoning the book for the
computer and the television’’
(Yankelovitch and Scholastic, 2006).
Book clubs in libraries
Researchers are beginning to take notice of the possibilities that
exist for literacy and
learning outside the classroom (Hull and Schultz, 2001),
including possibilities such as
book clubs, offered through community libraries (Cuban and
Cuban, 2007). With the
exception of Alvermann et al. (1999), there is little empirical
research to date on public-
library-based book clubs geared toward younger readers.
Alvermann et al. (1999)
studied four adolescent Read and Talk Clubs situated in a public
library and were
interested in exploring who participated regularly in the clubs,
how participants

interacted, and how the young adults negotiated social and
literacy practices within the
institution of a public library.
The 20 middle and high school adolescents who participated in
these Read and Talk
Clubs were overwhelming voluntary, avid readers. The
adolescents in these clubs were
not immune to the peer-pressures of adolescents or to the
craving for socialization that
adolescence brings. The discourse of the book clubs was found
to be communal, with
the adult book club leaders and adolescents creating and
negotiating together literacy,
institutional and societal discourses within the context of the
library-situated book
clubs. Socializing was a central component to these clubs and
provided a motivating
factor for continued participation.
Online book clubs
Online book clubs are just beginning to become points of
conversation in non-research
journals, but there exists no research to date on these types of
book clubs. Alongside a
doctoral thesis (Scharber, 2009), this article seeks to address
this gap in the literature in
order to bring attention to the possibilities that exist for literacy
within digital
environments.
Currently, there are more frequent references to online book
clubs in non-empirical
journals, which is an indicator that these types of clubs are
growing in popularity.
Castek et al. (2006) identify online book clubs as one of ‘‘five

exciting ways to bring the
Internet into your literature program [. . .] online forums
provide a worldwide audience
for book discussions that enrich comprehension while exposing
students to new
perspectives’’ (p. 717). And, in a journal geared for librarians,
Starkey (2005) highlights
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179
the advantages and disadvantages of online book clubs,
generally speaking and
provides tips for success.
Coupled with non-empirical chatter in magazines and journals,
there is a rapidly
growing popularity and presence of online book clubs. The
Book-Clubs-Resource
website provides lists of online book clubs, including clubs for
kids (www.book-clubs-
resource.com/online/). Also, many public libraries across the
country offer a type of
online book club in conjunction with www.dearreader.com
where library patrons can
sign up to receive a short, 5 min segment of a book each day of
the week. By the end of
one week, the patron has a ‘‘taste’’ of the book and can decide
if she/he wants to
physically check it out from her/his local library. Dear Reader
is a subscription service
available to Hennepin County Library patrons through its
Bookspace (www.hclib.org/
pub/bookspace/) and TeenLinks (www.hclib.org/teens/)
websites. Barnes and Noble,
one of the nation’s leading bookstore chains, also has developed
its own online book
clubs (http://bookclubs.barnesandnoble.com/). Readers can
participate in
asynchronous chats via discussion boards with authors or can
join ongoing
conversations about bestsellers. There are also online clubs
organized by genre or age –
teen literature, mystery, food and drink. Finally, there are a

growing number of online
book clubs geared for preteens and adolescents (e.g.
www.girlzone.com,
www.spaghettibookclub.org, www.scholastic.com/harrypotter),
including online book
clubs that are increasingly offered through public libraries
around the USA and in
Canada (e.g. www.wiredforwords.com,
www.midlibrary.org/library/children/forum/,
www.roselle.lib.il.us/YouthServices/BookClub/BookClub. htm,
www.skokielibrary.info/
s_teens/tn_books/teenobc/index.asp).
It is imperative that researchers begin paying attention to this
rising tide in
adolescent literacy. And, despite technology’s purported role in
the decrease in pleasure
reading (National Endowment of the Arts, 2004, 2007), in this
ever increasing
technological world, online book clubs may offer a convenient
and motivating, albeit
ironic, forum to renew and inspire a love for books and pleasure
reading in preteens
and teens as well as provide a bridge to connect both old and
new literacy practices.
Investigating online book clubs offered through a public library
system
Overview of Hennepin County Library’s online book clubs
Library information. Hennepin County Library (HCL)
(www.hclib.org/) is located within
a large metropolitan county that spans 611 square miles, 46
municipalities, 22 school
districts and more than 1.1 million residents in the state of
Minnesota. With a recent
merger of the county’s suburban and urban (Minneapolis)

library systems this past
winter, HCL is now comprised of 41 libraries. Technology and
service to children, teens
and families are at the heart of HCL’s mission and vision
(www.hclib.org/pub/info/
missionVisionGoals.pdf). Therefore, HCL is committed to
exploring and applying new
technology to serve its large population of young customers.
Although there are many libraries ‘‘doing’’ versions of online
book clubs as noted in
the previous section, HCL is a national leader in the area of
online book clubs for
children, preteens and adolescents. Every young person in the
county with access to a
computer and internet (at home or through a public library),
regardless of where they
live or go to school, is eligible to participate in online
activities.
HCL also offers well-attended face-to-face (F2F) book clubs for
children, preteens
and teens during the summers. In summer 2008, over 100 F2F
book clubs will be
offered including Guys Read, Teen Girls Only and Teen Manga.
HCL decided to pilot
online book clubs in efforts to reach kids in day camps and
other care settings so they
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can engage in literacy activities during the summer without
schedule or transportation
conflicts. Starting in 2005, HCL web services librarians
organized and facilitated online
book clubs as part of a system-wide summer reading program.
The technological platform for HCL’s online book clubs has
improved dramatically
since 2005, largely due to trial-and-error, and discovery of
better technology resources.
In 2005, the online clubs were email-based. Book club members
communicated through

e-mail, which proved to be convenient, but clunky. The
librarian mailed a ‘‘question-of-
the-day’’ to each participant. All book clubs members
responded to the librarian, who
then needed to create a digest for each day’s response and send
it to all members in a
timely way. Alternately, members tried responding to all, which
yielded too much
email, and made it difficult to track the online discussion.
Twelve members were active
in the preteen book club and four members were active in the
teen book club during
this first summer. Encouragingly, two preteen members actively
participated while on
out-of-state vacation trips! All participants responded with
enthusiasm to an
evaluation about participating online, despite the awkwardness
of using e-mail as the
only discussion tool.
In 2006, the online book clubs moved to a blog format, which
was created in-house
and hosted on library servers. Members logged into a web page
linked on the KidLinks
website. Again, the librarian posted a daily question, and
members responded each
day, with postings similar in format to comments on blog
postings. Two book clubs
were offered in summer 2006. Each club had eight to nine active
participants
enthusiastically chatting about Stormbreaker by Anthony
Horowitz and City of Ember
by Jeanne DuPrau. In 2007, the book club platform switched
once again, this time to a
course management system called Moodle. Five online book
clubs were offered during

this summer, two all-girl preteen clubs, two all-boys preteen
clubs and one mixed-
gender/combined preteen and teen club. The girls’ clubs were
the most heavily
attended, with nine and 17 active participants; the boys’ clubs
were smaller with six
and four active participants; and the mixed club had nine active
participants. After
being successfully implemented in 2007, Moodle will be used
again to host the online
book clubs during summer 2008.
Moodle A,B,Cs
After exploring different platforms for its online book clubs,
HCL ultimately chose to co-
opt the online course management software, Moodle
(www.moodle.org) to house its
online book clubs. Moodle is free, open source software that is
used by thousands of
school districts around the USA; due to its use by schools, it
provides the security and
affordances the library also deems necessary to host safe, fun
online book clubs for kids.
For example, once preteens and teens are registered for an
online club, they are sent
login information created by HCL librarians so that only
registered users can access
the online book club space. In addition to necessary safety
features, Moodle provides
attractive options for book club facilitators while providing an
interface that is fun and
engaging for kids and easy for them to access through a log in
web page. Moodle
allows HCL to develop an entire environment for its book clubs
that include multiple

forums for asynchronous discussion and synchronous chats.
Furthermore, each day
new activities can be posted – polls about snacks and summer
activities, a ‘‘Kid/Teen
Only’’ forum where book club members can ‘‘talk’’ about
random things, and
hyperlinks to relevant web pages and YouTube videos (see
Figures 1 and 2).
Not only does Moodle provide an engaging environment for
young book clubbers,
but Moodle is also easy to use for librarians from a development
side. Users do not
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need to know web page development or HTML to design a
‘‘cool’’ online book club. The
many features that Moodle provides that are geared to its K-12
school audiences were
either turned off (i.e. grades and quizzes) or proved flexible
enough to make the online
book club space unique. For HCL’s clubs, these Moodle
features were used: profiles,
forums, chats, resources, choices/polls. All users were also able
to upload images,
documents, and link to web pages as well as have the ability to
play with formatting
(text color, font and emoticons). Remarkably, book club
members reported no technical
problems in using Moodle during summer 2007, which speaks to
the user-friendly
design of Moodle. With its flexibility, ease-of-use, safety
features and many options,
Moodle is an ideal environment to host public and school-based
library online book
clubs for kids.
Figure 1.
Screenshot from an all-
girl preteen club that
highlights the

possibilities. Moodle
enables for adolescent
online book clubs
Figure 2.
Book club member’s view
of results from a daily poll
in the online book club
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Highlights from two online book clubs
To provide further insights into how online book clubs can
function and how preteens,
teens and librarians respond to them, we share details from two
clubs that were offered
by HCL during summer 2007 and spring 2008.
Girls only: online preteen book club
During summer 2007, a girls-only online book club was offered
for girls going into
grades 4, 5 and 6. Seventeen girls actively participated in this
club, which read and
discussed the book, The Tail of Emily Windsnap by Liz Kessler.
Girls showed high
interest in online book club format measured through
registrations, which quickly
filled. Generally speaking, participation every day in HCL’s
Monday–Friday online
book clubs typically involved only 50 per cent of those
registered, however, which is a
pattern seen in the F2F clubs as well. There is no cost or
registration fee for
participants, so there are no financial consequences to non-

participation once a girl has
registered. For the club discussed here, girls were asked to read
The Tail of Emily
Windsnap before the book club started (all books selected for
summer online clubs had
multiple copies available in HCL’s library catalogue). At the
end of each book club
during summer 2007, all active participants received a
complimentary copy of another
book, sometimes the next title in a series.
The girls that participated in the Emily Windsnap club were
active and enthusiastic
about talking about the book in an online format. The book club
facilitator, co-author
Ann Melrose, posted a new question each day to which girls
responded. The club
members delighted in not only typing their answers, but in
personalizing their
responses with fun colors and fonts (see Figure 3). For the most
part, girls tended to
follow, rather than initiate discussion.
Author participation made this online book club very special for
the girls. An
author can participate in an online discussion from any place,
any time zone –
geographic and time boundaries disappear! By example, author
Liz Kessler lives in
England and was delighted to participate in this online preteen
girls book club that
was reading her book. The librarian contacted the author
directly through her website
Figure 3.
Examples of posts to

Monday’s question
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after the book club had started, and pre-registered the author so
she could easily
participate (see Figure 4).
The real-time chats proved to be the favorite part of this book
club. Two chats were
held over the course of the week-long book club. Each chat was
thirty minutes in
length and was held in the evenings in order to work around
preteens’ busy summer
schedules. Five girls and the librarian participated in the first
chat and four girls were
able to join the second chat. The chat ‘‘talk’’ consisted mostly
about non-book related
topics including summer activities, pets, other reading, food,
chat speak and ‘‘beeping’’
other members in the chat (see Appendix for example chat
transcript). Despite their
tangent orientations, the chats were very important in building
community within this
book club.
As part of a larger study on public-library based online book
clubs (Scharber, 2009),
14 of the 17 girls in this club participated in research activities.
For purposes of this
manuscript, survey and interview highlights will be shared. All
girls completed pre –
and post-club online surveys; ten girls participated in
interviews; and five parents/
guardians also participated in interviews. Pre-club surveys were
used to ascertain
girls’ past book club experience, reasons for registering and
leisure and reading
preferences. Post-club surveys gleaned perceptions about the
participants’ experiences.

Interviews were conducted to understand more fully how each
girl participated in the
clubs, what individual experiences were like, and to gather
perspectives on how to
improve the book club environment and the online book club
experience.
Pre-club surveys revealed that most of the girls in the club, ages
8-11, attended
public schools (93 per cent) and identified themselves as white
(70 per cent). Eleven of
the girls have been in a book club prior to participating in this
online club. The
majority of the girls considered themselves readers. On the pre-
club survey, nine girls
identifying with the statement, ‘‘I read all the time because I
love to read’’; four checked,
‘‘I like to read’’ and one girl checked, ‘‘I read when I have to.
It is not one of my favorite
things’’. The responses on the post-club survey were
overwhelmingly positive in
regard to the online book club experience. All 14 girls would
tell their friends to join
online clubs; all girls liked being a member of the club (i.e.
‘‘Yes, I liked it because I
enjoy being a member of almost any book club and this one was
great because it was a
book club that I could do when I had time without having to
schedule it’’.) and would
sign up for another one. Next summer, if given a choice, six of
the fourteen girls would
choose online book clubs over clubs that met in the library;
seven girls would join both
Figure 4.
Asynchronous post by

author and preteen
response
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online and F2F clubs or were undecided about their preference,
and one girl preferred a
library-situated mother/daughter club.
Ten girls engaged in interviews with the researcher about their
individual
experiences with the club. Interviews were conducted in public
libraries (1), over the
telephone (8) and via email (1). When asked to rate how ‘‘fun’’
the online club was, on a
scale of 1-5 with 5 being the most fun, the average rating was
4.5. The real-time chats
proved to be the favorite activity of most girls, with the chats
held during this book
club the first time any of them have chatted. The most common
suggestion for future
online book clubs was to offer ‘‘more chats’’!
Five parents/guardians engaged in phone interviews. All
expressed that one of the
main advantages to having a child participate in an online book
club was for ease of
scheduling. One mother said she prefers the online clubs
because ‘‘when you’re
working, you can’t take [your child] to the other club [F2F]
because they are during the
day time’’. Similar to the girls’ responses, the interviewed
parents expressed a positive
stance towards the concept of online book clubs and their
child’s experience in one.
The librarian facilitator for the Emily Windsnap club, co-author
Ann Melrose, also
provided some insights from her experiences as a book club

leader. In an interview,
Ann noted that her role of facilitator was a bit perplexing. Was
her role in the club to be
that of a teacher, or a fellow book club member, or more of a an
organizer who set-up
and moderated daily activities but did not actively participate in
the club? Ann noted
during her interview,
I loved setting up [web] pages, but I don’t think that once I put
my question out there that I
was as good as the kids might have expected with jumping back
in [to the conversation]. You
know, I set the question up, I would always check to see how
many responses there were, but I
wouldn’t necessarily jump back in. I didn’t want it to be too
adult-dominated, but I might have
missed the point of making my leadership role as known to them
as I could have.
Ann also noted that book choice seems to be a factor in the
success of online clubs,
measured in terms of participation. She advises librarians to
consider books with
sequels (like Emily Windsnap books), as they may lead preteens
to further reading; ‘‘in
this case, [the book choice] spawned a spontaneous second book
club [based on the
second book in the EW series] . . . [Preteens] do seem to like
page-turner, adventure,
survival-tension books’’.
The Tails of Emily Windsnap online book club was considered
successful from the
perspectives of the participating girls, their parents, and the
librarian facilitator. Based

on this feedback to last year’s EW book clubs, preteen online
book clubs this upcoming
summer will be grounded in the features the girls responded to
positively.
Teen online book club
Building on the success and excitement of the previous
summer’s online book clubs,
HCL piloted a teen online book club during spring 2008. Unlike
the preteen clubs,
which were created and facilitated by a librarian, the teen club
was created and
facilitated by the teens themselves.
TeenLinks at www.teenlinks.org is the HCL’s Library’s portal
to teen resources
(ages 12-18) selected by librarians
(www.hclib.org/teens/About.cfm). Teens Online, a
teen advisory group comprised of county students
(www.hclib.org/teens/teens
online.cfm), provides advice and focus for the development of
this website and its
resources. One of the co-authors, Jody Wurl, is the web services
librarian who mentors
and supervises the Teens Online group. Additionally, Jody
facilitated one online book
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club during summer 2007 that was open to preteens and teens in
grades 4-8. Although
not discussed in this manuscript, this book club discussed the
final Harry Potter book,
Harry Potter and the Deathly Hallows by J.K. Rowling and was
well received.
HCL Library and TeenLinks support initiatives from the Young
Adult Library
Services Association (YALSA)
(www.ala.org/ala/yalsa/yalsa.cfm) whenever possible.
One of YALSA’s initiatives, ‘‘Teen Tech Week’’, takes place in
March (www.ala.org/ala/
yalsa/teentechweek/ttw08/ttw.cfm). HCL modifies this idea

somewhat by declaring
March ‘‘Teen Tech Month’’ in order to give its community
libraries an opportunity to
participate in events ranging from programs, to book displays,
to drawings for prizes.
HCL Library bases its services to teens on a number of best
practices and research-
driven ideals such as ‘‘The 40 Developmental Assets’’
developed by the Search Institute
(www.search-institute.org/assets/) and YALSA’s ‘‘Serving the
Underserved’’ model of
customer service to youth
(www.ala.org/ala/yalsa/yalsamemonly/yalsamounder/
servingunderserved.cfm). Whenever possible, HCL librarians
try to empower teens by
giving them leadership opportunities and using them as
resources to build its services.
In 2008, three members of Teens Online volunteered to create
an online book club for
TeenLinks using Moodle software to explore the idea of a tech-
based book club in
honor of Teen Tech Month.
These Teen Online volunteers selected the title, I Am the
Messenger by Markus
Zusak, which had been recently used in one student’s school
and had provoked some
great discussions. The book club was set up to run for one
school week, March 17-21,
with a different question and resources available every day. One
live chat was scheduled
for Wednesday evening at 8 p.m. to give participants a chance
to meet each other and
interact in real time. Each teen took responsibility for the
content of one or two days,
with Tuesday being the responsibility of teen mentor/librarian

(see Figures 5-7).
On the front page of the club, the topic outline gave
introductory information about
the book club itself, and included an Open Forum where teens
could post their own
questions and start independent discussions and a News Forum
where the book club
coordinators could post information about the book club
relating to the book club itself
to its members (see Figure 5).
Below the topic outline, each day had its own topic. The topic’s
‘‘question’’ was, in
reality, a forum set up for discussion. For example, Monday’s
question was, ‘‘What do
Figure 5.
Front page of HCL’s
online teen book club
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you think about Ed’s relationship with Audrey? It’s a constant
element of the plot that
we see throughout the entire book. However, it evolves in many
ways over the course of
the story. Share your thoughts – should Ed give up or try and
get the girl’’? A new topic
was opened every day, with the previous day’s topics remaining
open for exploration
for people who only had time to check in once or twice that
week on the book club.
Some days included an activity called ‘‘choice’’ which was
renamed Quick Poll. This
Quick Poll allowed book club members to view and compare the
responses of other
book club members to their own. The Quick Poll questions

focused on brief and
provoking questions related to the book based on personal likes
and dislikes. For
Figure 6.
Example activities from
two days of the teen
online book club.
Tuesday’s activities were
created by the teen
mentor/librarian and
Wednesday’s activities
were created by a teen
Figure 7.
Example of ‘‘talk’’ in teen
open forum
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example, Monday’s poll question was, ‘‘Which card contained
your favorite set of
missions’’? and Thursday’s question was, ‘‘Who do you think is
sending the cards?
(Audrey, Marv, Ritchie, someone else)’’.
After deciding in November 2007 that Teens Online members
would create the book
club, 15-20 min of planning and exploring time were allotted at
each following monthly
meeting for small groups such as the book club work group to
work on special projects.
The book club title was selected in December which gave all the
book club developers a
chance to read it before content was created for the March book
club. Despite
opportunity, the teen volunteers did not freely explore the

Moodle software and its
possibilities; so, as their mentor, the librarian set up the initial
book club template and
provided detailed instructions to the teens on how to populate
it. Once the structure
was provided, the teens quickly plugged in their personal
content. Thus, the teens
seemed more excited about the content of the club and
monitoring the forums and chat
rather than learning the software for the development of the
club.
The teen coordinators did an adequate job of creating discussion
questions and
finding resources related to the book. One teen took
responsibility for running the live
chat on Wednesday evening as well. The book club was
advertised from the TeenLinks
homepage and through standard publicity channels, but
unfortunately the book club
and live chat were poorly attended.
In a debriefing meeting following the book club, Teens Online
offered several
observations about their experiences with and in the club, which
are informative, both
to HCL and readers of Library Review. First, March was a
difficult time for teens to
attend a book club, even a virtual one. They recommended
trying this concept again in
the summer when teens have more free time and desire to read
for fun. Next, the book,
while interesting, did not excite some of the teens. They
recommended picking a ‘‘hot’’
title whose writing style would draw readers in immediately and
which would pique

the interest of even reluctant readers. Also, if libraries use teen
volunteers to write and
manage the book club, incorporate as many teens as possible.
The more teens involved
on the creative level, the better personal participation and word
of mouth would be.
Finally, they recommended using unconventional publicity
methods to build more
‘‘buzz’’ such as podcasts, book displays in libraries, and other
promotions outside of
print, including Myspace and Facebook pages.
Despite disappointing participation in their first attempt at
creating and facilitating
online book club, Teens Online is motivated to try again this
fall for Teen Read Month
and again in Summer 2009. Based on HCL’s experiences with
this club, coupled with
what the librarians learned from the Harry Potter and the
Deathly Hallows book club,
the teens would like to explore a popular fiction title in their
next book club.
We offer the following suggestions for mentoring teens in the
development of online
book clubs. First, keep the process short and immediate (i.e. one
or two months to
develop the content and run the book club.) If the process takes
a long time, it is hard
for teens to maintain enthusiasm for developing and then
participating in the club.
Also, it proved to be helpful for teens if the structure of the
club was already created.
Then, librarians can work with teens on populating the club’s
content. The strength of
using Moodle software is that content for a future book club

could be developed
months in advance by teens, which a librarian can activate when
needed and then
monitor the forums and any live chats if teen volunteers are not
available to do so.
Finally, it is motivating and exciting for teens to select the title
of the book and
volunteer to monitor the forums and live chats.
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Conclusion
Future plans for HCL’s online book clubs
HCL will continue to offer at least four online book clubs each
summer for preteens in
grades 4-6, capitalizing on the success of previous summers,
and striving to grow
participation as families with preteens become more familiar
with the convenience of
online book clubs. Librarians hope that author participation will
continue, and preteens
will begin to ask their own questions to other book club
members as comfort in the
world of online book clubs grows. Teen online clubs will also
continue to be offered, as
the social aspect of online clubs is very appealing to teens.
Potential for online book clubs and public libraries
Online book clubs have particular appeal for public libraries
with geographically large
service areas, including both urban and rural library systems. In
either setting, young
people can participate in online clubs without needing
transportation to a library.
Online book clubs also provide safe, guided social experiences
for preteens and teens
who are learning to navigate the internet on their own. In
addition, online book clubs
enable the participation of children with special needs without
concern about barriers
to success that can occur in F2F settings. As an added feature,
authors can easily
participate in online clubs across continents and time zones.

Online book clubs invite
successful participation by large numbers of preteens and teens
at one time.
Traditional F2F book clubs may be limited to 10-12 members to
allow everyone time to
talk. The future of successfully engaging preteens and teens in
literacy activities (i.e.
reading and talking about a good book!) depends in part on
offering the option to do it
online. Public library online book clubs are sites of possibility –
a medium through
which libraries can more readily encourage literate practices in
the next generations.
References
Alvermann, D.E., Young, J.P., Green, C. and Wisenbaker, J.M.
(1999), ‘‘Adolescents’ perceptions
and negotiations of literary practices in after-school read and
talk clubs’’, American
Education Research Journal, Vol. 36 No. 2, pp. 221-64.
Castek, J. et al. (2006), ‘‘Reading adventures online: five ways
to introduce the new literacies of the
internet through children’s literature’’, The Reading Teacher,
Vol. 59 No. 7, pp. 714-28.
Cuban, S. and Cuban, L. (2007), Partners in Literacy: Schools
and Libraries Building Communities
through Technology, Teachers College Press, New York, NY.
Howe, N. and Strauss, B. (2000), Millenials Rising: The Next
Great Generation, Vintage Books,
New York, NY.
Hull, G. and Schultz, K. (2001), ‘‘Literacy and learning out of

school: a review of theory and
research’’, Review of Educational Research, Vol. 71 No. 4, pp.
575-611.
Kaestle, C., Damon-Moore, H., Stedman, L.C. and Tinsely, K.
(1989), Literacy in the United States:
Readers and Reading Since 1880, Yale, New Haven, CT.
Konchar Farr, C. (2004), Reading Oprah: How Oprah’s Book
Club Changed the Way America
Reads, University of New York Press, New York, NY.
Lenhardt, A., Madden, M., Rankin McGill, A. and Smith, A.
(2007), ‘‘Teens and social media’’,
Washington D.C: Pew Internet and American Life Project,
available at: http://pewinternet.
org/PPF/r/230/report_display.asp (accessed 20 December 2007).
Leu, D. (2001), ‘‘Emerging literacy on the internet’’, The
Reading Teacher, Vol. 54 No. 6, pp. 568-72.
Luke, A. and Freebody, P. (2000), Literate Futures: Report of
the Review for Queensland State
Schools, Educational Queensland, Brisbane.
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http://www.emeraldinsight.com/action/showLinks?crossref=10.1
598%2FRT.59.7.12
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102%2F00346543071004575
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clubs
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Moje, E.B., Overby, M., Tysvaer, N. and Morris, K. (2008),
‘‘The complex world of adolescent
literacy: myths, motivations, and mysteries’’, Harvard
Educational Review, Vol. 78 No. 1,
pp. 107-54.
Myers, M. (1996), Changing our Minds: Negotiating English
and literacy, National Council of

Teachers of English, Urbana, IL.
National Adolescent Literacy Coalition (2007), ‘‘Foundational
and emergent questions: smart
people talk about adolescent literacy’’ NALC, Washington, DC.
National Endowment of the Arts (2004), Reading at Risk: A
Survey of Literary Reading in
America, Research Report No. 46, July, available at:
www.nea.gov/research/Reading
AtRisk.pdf
National Endowment for the Arts (2007), To Read or Not to
Read: A Question of National
Consequence, Research Report No. 47, November, available at:
www.nea.gov/research/
ToRead.pdf
Oblinger, D. (2003), ‘‘Boomers, gen-Xers, & millenials:
understanding the new generation’’,
Educase Review, July/August, pp. 37-47.
Raines, C. (2002), ‘‘Managing millenials’’, available at:
www.generationsatwork.com/articles/
millenials.htm (accessed 20 December 2007).
Rooney, K. (2005), Reading with Oprah: The Book Club that
Changed America, The University of
Arkansas Press, Fayetteville, AR.
Scharber, C. (2009), ‘‘Online book clubs for the net
generation’’, unpublished doctoral thesis,
University of Minnesota, Minneapolis, MN.
Starkey, N. (2005), ‘‘Online book-clubbing made easy’’,
American Libraries, Vol. 36 No. 8, pp. 50-1.

Yankelovitch, and Scholastic, (2006), ‘‘The kids and family
reading report’’, available at:
www.scholastic.com/aboutscholastic/news/readingreport.htm
(accessed 30 March 2008).
Further reading
Hoffert, B. (2006), ‘‘The book club exploded’’, Library Journal,
Vol. 131 No. 12, pp. 34-7.
Perie, M., Grigg, W.S. and Donahue, P.L. (2005), The Nation’s
Report Card: Reading 2005, NCES
2006-451, US Department of Education, Institute of Education
Sciences, National Center
for Education Statistics, US Government Printing Office,
Washington, DC.
Appendix. LIVE CHAT #2 for The Tails of Emily Windsnap
Online Book Club
Summary of total posts:
Melissa (64)
Reggie (60)
Ann, Librarian (52)
Christina (49)
Encalles (12)
17:29: Emma has left this chat
17:29: Ann, has just entered this chat

17:30 Ann: Hi Emma I hope you come back!
17:30: Christina has just entered this chat
17:31 Christina: hi Ann.
17:31: Reggie has just entered this chat
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17:32 Christina: hi Reggie
17:32 Ann: Hi Christina
17:32 Ann: What you have you been doing today?
17:33 Reggie: hello Christina
17:33 Ann: Hi Reggie
17:33 Ann: My family calls me Reggie, too!
17:33 Christina: we have out and around
17:33 Reggie: Hi Ann! I finally made it to a Live chat
17:33 Ann: Great to see you online.
17:34 Ann: Is your real name Reggie?
17:34: Christina has left this chat
17:35 Reggie: No my real name is xxxx.
17:35: Melissa has just entered this chat
17:35 Ann: Cool. I’m jealous.
17:35 Ann: Hi Melissa.

17:35 Melissa: hi Reggie and ann
17:35 Ann: Did you both see Liz Kessler’s comments?
17:35 Ann: She wrote on Question for Monday and Question for
Tuesday.
17:35 Reggie: Hi Melissa
17:35 Ann: So cool!
17:35 Melissa: no, i only saw one, i just logged in
17:36 Melissa: so wut’s ^?
17:36 Reggie: I saw them
17:36 Reggie: Let’s talk!
17:36: Christina has just entered this chat
17:37 Ann: A few of you have said you liked the part where
Emily found her dad.
Guess what? My own dad cried at that bit!!
17:37 Ann: I just typed what Liz Kessler wrote on our website.
17:37 Melissa: okay, Reggie what do you want to talk about?
17:37 Reggie: ooooooooooooooooooooooooooooh
17:37 Christina: really?
17:37 Ann: It’s Liz Kessler’s birthday on Monday.
17:37 Ann: She told me in an e-mail.

17:38 Ann: You could e-mail her happy birthday.
17:38 Christina: thats cool
17:38 Reggie: cool
17:38 Melissa: tell her i wish her a happy birthday!
17:38 Reggie: Me too!
17:38 Christina: me three
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17:39 Melissa: lol
17:39 Reggie: what?
17:39 Ann: I’ll send everyone her e-mail tomorrow and you can
e-mail her yourself!
17:39 Melissa: hey ann, do you like cats?
17:40 Melissa: sorry Reggie, didn’t see you. lol means, laugh
out loud,
17:40 Christina: what does lol mean Melissa?
17:40 Reggie: Yeah what does it mean
17:41 Melissa: laugh out loud, because when i said, tell her i
wish her a happy b-
day, then Reggie wen then you went.
17:41 Ann: I love cats. Anyone else live with a cat?
17:41 Reggie: Me Me Me
17:41 Melissa: LOL: Laugh out loud,
17:41 Christina: oh

17:41 Ann: how many cats?
17:41 Melissa: I live with a dog, that’s probably smaller than
most of your cats.
17:42 Melissa: that’s okay Christina
17:42 Ann: What’s your dog’s name Melissa?
17:42 Melissa: Coco
17:42 Ann: My cat is huge (a little fat)
17:42 Reggie: I LOVE dogs
17:42 Ann: Her name is Bozie.
17:42 Melissa: Were is everybody?
17:42 Christina: I have a cat and dog Libby and Sarah
17:43 Melissa: My dog is only like 5 pounds!!!
17:43 Ann: Maybe they forgot to log on
17:43 Reggie: Bozie is a cute name, Ann
17:43 Melissa: What kind is your dog?
17:43 Reggie: you guys are so lucky
17:43 Christina: sarah is a pug
17:44 Melissa: awww, pugs are sooo cute!!! mine is a miniture
poodle

17:44 Christina: cute
17:44 Reggie: pugs are so cute, they have those wrinkly faces
17:44 Melissa: does anybody play soccer?
17:44: Encalles has just entered this chat
17:44 Christina: and a curlly tail
17:44 Melissa: I like that they have to tails!
17:45 Melissa: Hey Encalles!!!
17:45 Reggie: what color is your miniture poodle?
17:45 Encalles: hi wacha been talking about
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17:45 Ann: Hi Encalles
17:45 Reggie: Dogs
17:45 Melissa: cream body, with an orange stripe down the
middle with, orange
mixed in the ears.
17:46 Reggie: Hi Encalles
17:46 Christina: hi Encalles we have been talking about dogs
17:46 Encalles: Oh I don’t have one but were getting a golden
retriver!
17:46 Melissa: Encalles wut’s ^?
17:46 Melissa: yes, ann?
17:46 Reggie: OK
17:46 Ann: Just beeping you for fun!

17:47 Melissa: can you beeb your self?
17:47 Ann: Try it!
17:47 Reggie: That’s sounds fun
17:47 Christina: yes i did it
17:48 Reggie: Cool
17:48 Melissa: okay, it’s kind of weird beebing your self.
17:48 Ann: Did anyone read or see the movie Because of Winn-
Dixie?
17:48 Ann: great dog story so sweet
17:48 Reggie: Yes Idid
17:48 Melissa: YES!!! I read it in spanish, english and i saw the
movie,
17:48 Melissa: oh, and yes Encalles?
17:48 Encalles: yes i read the book and saw the movie i liked
the book better
17:48 Christina: i did
17:48 Reggie: I read it but I did’t see the movie
17:49 Encalles: i just wasntede to beep you
17:49 Melissa: I aggree the book was way better.
17:49 Melissa: okay.

17:49 Reggie: Tottally
17:49 Encalles: I ment i just wanted to beep you
17:49 Christina: Ann you should put your real picture up!!
17:49 Melissa: i know silly!!!
17:50 Encalles: how do you get a picture
17:50 Melissa: Ann, what library do you work at?
17:50 Reggie: True
17:50 Christina: dont know
17:50 Melissa: hey, these 30 minutes are going by fast!
17:50 Reggie: is everyone awake?
17:50 Ann: I work at the xxx Library
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17:51 Ann: I’m in the technology area downstairs.
17:51 Reggie: I’ve been their
17:51 Ann: You can ask to see where I work if you are here
some day.
17:51 Reggie: I mean there
17:51 Christina: put up your real picture
17:51 Melissa: okay, i love the library. I read alot of books. I
think i once checked
out 17 books once. or was it lower?
17:51 Christina: ann
17:52 Encalles: sorry i have to go my sister Widget want’s to

get on
17:52 Reggie: There’s only 9 minutes left!
17:52 Melissa: By, By!!!! Talk to ya, later
17:52 Melissa: I know it went by soooo fast!!!
17:52 Reggie: People!!!
17:53: Encalles has left this chat
17:53 Reggie: Wut’s up
17:53 Ann: I’m finding a photo of me to put up.
17:53 Melissa: Copyers i beebed you first!!!(jk)
17:53 Melissa: Not, much Reggie,
17:54 Reggie: okay
17:54 Reggie: HELLO
17:54 Christina: who likes bananas
17:54 Reggie: Me
17:54 Melissa: I’m still here i haven’t left!!!
17:55 Reggie: I know
17:55 Ann: i like strawberries better
17:55 Melissa: Does anybody like green beans???

17:55 Ann: LOVE LOVE green beans
17:55 Reggie: kinda
17:55 Christina: me
17:55 Christina: my favorite
17:55 Reggie: mine too
17:55 Melissa: yum, now you guys are making me hungry!!!!
oya, and ann, i LOVE
GREEN BEANS MORE THAN YOU!!!!!!
17:56 Reggie: You’re so funny Melissa
17:56 Melissa: thank you, thank you, no pictures please!!
17:57 Ann: I’m updating my profile so you won’t see the cat.
17:57 Ann: Wonder if this will work.
17:57 Melissa: okay, what will you be putting up?
17:57 Reggie: So sad bye kitty
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17:58 Melissa: GOOD BYE KITTY, WE WILL MISS
YOU(shedding a tear)
17:58 Reggie: Boo-hoo
17:58 Christina: bye bye kitty
17:58 Melissa: WHAT!?!?!?
17:58 Reggie: did anyone read the next book
17:59 Ann: well I tried to upload my photo
17:59 Ann: but the kitty is still there

17:59 Ann: let me log out and see if it changes. brb
17:59 Reggie: Yay
17:59 Melissa: the one after the one we just read
17:59 Christina: so it did not work
17:59 Melissa: okay, Christina, wut’s up?
18:00: Ann has left this chat
18:00: Ann has just entered this chat
18:00 Christina: clouds
18:00 Reggie: Bye An
18:00 Melissa: how long does the like chad go for?
18:00 Reggie: Hi Ann
18:00 Ann: too bad cat is still there
18:00 Ann: we’re done at 6:00
18:00 Melissa: very funny!!
18:00 Reggie: Goodie
18:00 Melissa: Well it’s 6 at this very moment
18:00 Ann: any last words before I close?
18:01 Christina: yes

18:01 Ann: go ahead
18:01 Reggie: Um I going to dinner in about. . . . . . . . .
18:01 Melissa: good bye i will miss you all!!!(shedding long
tears)!!!
18:01 Christina: bye bye every one!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
18:01 Reggie: Yes Yes boohooo
18:01 Melissa: good byeeeeeeeeee!!!!!!!!!!!!!!!!!!
18:01 Christina: so sad
18:02 Melissa: yes very sad
18:02 Ann: bye everyone I’ll try again to get my REAL photo
on the website
18:02 Reggie: Everybody say bye 1-2-3. . .
18:02 Melissa: good bye!!!!
18:02 Ann: bye
18:02 Reggie: Bye
18:03 Melissa: bye
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18:03 Christina: bye
18:03: Ann has left this chat
18:03 Reggie: Dinner time. . ..Yum
18:03 Melissa: I’m leaving, see ya!!!
18:03 Christina: dinner time
18:04 Reggie: Goody Bye Bye

18:04 Christina: hello
18:04: Melissa has left this chat
18:04 Reggie: Hello!?!
18:04 Christina: i am leaving
18:04 Reggie: Me too
18:04 Christina: kajsdfhas;f
18:05: Reggie has left this chat
Corresponding author
Cassandra M. Scharber can be contacted at: [email protected]
To purchase reprints of this article please e-mail:
[email protected]
Or visit our web site for further details:
www.emeraldinsight.com/reprints
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This article has been cited by:
1. Vicent Giménez Chornet. 2014. LA BIBLIOTECA
ESCOLAR: La lectura desde la adolescencia. Revista
sobre la infancia y la adolescencia 0, 22. [CrossRef]
2. K.P. Singh, Malkeet Singh Gill. 2013. Web 2.0 technologies
in libraries: a survey of periodical literature
published by Emerald. Library Review 62:3, 177-198.
[Abstract] [Full Text] [PDF]
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http://dx.doi.org/10.4995/reinad.2014.2186
http://dx.doi.org/10.1108/00242531311329491
http://www.emeraldinsight.com/doi/full/10.1108/002425313113
29491
http://www.emeraldinsight.com/doi/pdfplus/10.1108/002425313
11329491

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