I originally posted this on Library Student Journal, on April 15, 2012
No Safe Houses Yet (Library Spaces and Places)
My library
Today I officially opened the little community center library that I talked about here. I introduced each of the age groups (K-5, 6-10) to the space, explained the process by which they could rate and tag the books, and offered the space to them as a reading room and homework resource.
It went both how I expected it, and not. I didn't expect to move a lot of books the first day and, somehow, I expected it to go better with the middle grade kids than it did. Most of my experience as a teacher was with middle school and high school kids in an English classroom, so I thought that would be the smooth sailing part of my day. However, it was the little kids who dove for books to read, out loud to the volunteers; each of them also left with at least one checked-out book. The middle grade kids all glared at me whilst I did my introductory spiel and only a few checked out books, but only as the group was leaving so the "cool kids" wouldn't see them wanting to read.
The reason for this unexpected turnout? Tweens and teens need a safe house before they can create a contact zone, a place where they can admit to enjoying dweeby things like books. In my classroom(s), I had the same students for at least 16 weeks. There's always a turnover point in the semester when this group of people in a room becomes a cohesive class, on their way to creating a third space. Clearly I'm not at this turnover point yet with these kids.
The younger kids less often need this pre-established safe house. Being able to read can still be fun, reading itself can be made into a game or a way to show off their skills to any willing adult.
In order for true critical growth to happen in a classroom, students need to discuss the difficult topics: race, identity, differences. Basically, they need to go "full contact" with their thoughts and feelings. A safe house is a place where students feel comfortable with their vulnerability; they trust the others there. There is a lot of debate as to which of these education buzzword concepts needs to come first, for the most positive interaction and impact.
I thought I'd left behind safe houses and contact zones when I left my last classroom. Apparently not. If I can just get the kids into the library, there can be discussions, even about things not related to books. If I can cultivate discussion, then maybe the students will share with each other. If they share with each other, maybe there will be learning, understanding, growth and an eventual contact zone and/or safe house. (To give you a more visual example of a safe house mixed with a contact zone, think of the environment created in the book and movie, Freedom Writers).
That's a lot of ifs and not a lot of time. But here's one more: even IF I can't create this illustrious complementary mix of contact zone and safe house, I can plant the seeds for it in the next 6 weeks. Living by example, I can start discussions with the other volunteers and staff and show a willingness to look like a book-and-life-loving fool. And one day, this (safe) house may become a home.
