The Honor System

A library encourages kids to take books without checking them out

By Pam Davis -- School Library Journal, 3/1/2004

Most librarians have experienced it: a nervous teen approaches the circulation desk with a book in hand. "This is for my friend," she mumbles before stuffing it into her backpack. More than likely it's a book about depression, drug abuse, sex, or contraception—one of the many subjects that affect today's youth. Students like these are the brave ones.

Some teens are so uncomfortable about borrowing potentially embarrassing books that they resort to stealing. But it doesn't have to be this way. At the John F. Kennedy High School in Berlin, Germany, I've developed an Honor Book Program in which students may take designated "honor books" from our school library without having to check them out. As a result, our teens are assured access to the information they need, and we're better able to gauge their concerns.

One of the first resources I noticed when I joined our school in 2003 was the vast collection of teenage self-help books. These books demonstrate that the library isn't just a place designed to support the curriculum, but also a place committed to our students' well-being. Our American and German students are no different than other teens around the world. Some of them suffer from depression, bulimia, abuse, and are clearly interested in sex. But what good are these books if no one dares read them?

Our program includes about 65 books, but an effective program can include as few as two to three titles for each of the following subjects: depression, sexuality, contraception, eating disorders, and divorce. I began by compiling a list of books from our collection that kids would potentially find embarrassing to check out, such as Contraception: A Guide to Birth Control Methods (Prometheus, 1997) by Vern L. Bullough. Then I consulted with our school guidance counselors, who ended up donating more books, many of which are part of a teen-help series published by the Rosen Publishing Group. They included Coping with Sexual Abuse (1991) by Judith Cooney and Everything You Need to Know about Eating Disorders: Anorexia and Bulimia (1998) by Rachel Kubersky. Books like these can help form the foundation of any collection.

I removed the security tags on the honor books and placed a blue star on each spine, as well as a label explaining the program on the inside of each front cover. The books are shelved just like any other book in our collection, allowing students to locate a title and, with relative anonymity, walk out with it. I also designed a brochure to promote the program, which included a list of available books. The brochures were prominently displayed in the library, and I gave copies to our guidance office, student support organization, and English teachers.

During the program's first week, teens flocked to the library and walked out with about 70 percent of our honor books. With each book that goes out or comes back, we're able to see what's troubling students, and thus, plan appropriate programming, guidance, and future book selections. As a result, our school's parent council is considering the creation of programs dealing with student depression.

Many students now come to the library just to talk; they sit behind the circulation desk and chat with us about what's troubling them. One 10th grader confided that she had used the program to borrow books on depression and that it gave her the courage to talk to her physician. After several months of counseling and medication, she says she feels like a new person. The program has even led to significant collaboration with the school's guidance counselors, who have not only donated about 20 books, but have also pledged to replace any book that's not returned.

Although the program requires no additional funds, I allocate a portion of my discretionary funds, just in case I need to replace some titles. So far, all of the books have been returned. I'd like to think that a student who really needs such books should be able to keep them.