Image by Rob Boudon. Retrieved in Flickr. Used under Creative Commons’ licensing.
Last month, I blogged about my son who had become disengaged with reading in a post titled, Books & Boys. So, at this year’s MLA conference when I saw they were hosting a session titled: Reaching the Reluctant Teen Reader: From Creation to Circulation, I knew immediately that I wanted to attend. Because of the popularity of this session, I thought our readers would also find this information helpful. Here are my session notes.
This session was a structured panel discussion with an author, librarian (public) and editor. First the panelists talked about why some teens aren’t reading which included the following;
Active adolescents are unable to sit still for long periods of time.
Some teenagers struggle to make connections between the reality of their world and the world of books.
Books don’t have as strong of a pull than other forms of media (TV, video games, internet, etc.)
Reading may be perceived as uncool, anti-social or too much like an adult.
Another important conversation that occurred was the identification of books struggling readers might be more prone to read. The physical appearance of these books are generally catchy, action oriented, with larger print and greater amounts of white spaces on each page. In terms of fiction books, reluctant readers have a tendency to gravitate toward books that they can relate to, with a touches of humor, action rather than descriptive text, with limited but well defined characters. The panel also suggested ways in which librarians can help get books in the hands of reluctant readers through displays, shelving “quick reads” together, posting student book reviews, hosting book talks, taking the library (on the go) out into the community, and developing efficient electronic assess to books.
As a result of this session, CMLE would like to bring a reluctant reader event to our area. Watch for it in upcoming events with CMLE this December!
Image by Caitlinator. Retrieved from Flickr. Used under Creative Commons’ licensing.
Danielle Hartman, Literacy and technology integration specialist, provides tips and tricks to teach PreK-8 students vocabulary. Hartman emphasizes the importance of creating a fun and engaging environment for students. She stresses that the key is variety and outlines the following four activities for you to try in your lesson plan this month;
Image by goXunuReviews. Retrieved from Flickr. Used under Creative Commons’ licensing.
How is your library engaging teen readers?
For the past 15 years, Young Adult Library Services Association (YALSA) has sponsored Teen Read Week (TRW). It is a national adolescent literary initiative to sponsor continued readership. This year TRW will be held on October 13th-19th. The theme strives to encourage teens to discover the unknown and continue to explores mysteries, “Seek the Unknown @ Your Library.”
Click here for additional information about Teen Read Week from ALA.
Image by Kjell. Retrieved from Flickr. Used under Creative Common’s licensing.
According to a study released this summer by Connect Minnesota, digital literacy can be defined as the ability to find, understand, evaluate, create, and communicate digital information using a computer, basic software programs and the Internet. It outlines digital literacy rates among Minnesota residents. In addition, it identifies potential barriers such as training, skills, technology and access to electronic resources.
This past year, my nine year old son has been struggling with reading. Even more disconcerting, is his negative attitude towards books in general. In one year, he has gone from a boy who would go to his bookshelf and hand me three or four books to read before bed-to a somewhat disgruntled and dispassionate reader. In my mission to find answers and possible solutions, I discovered that this was a somewhat common occurrence with boys round my son’s age. As a result, Patricia Post, CMLE Director, encouraged me to write this post.
In an article by K12 Reader, Boys and Reading: Strategies for Success identifieswhy some boys struggle with reading including differences in development and the perception of the act of reading. The author suggests greater one-on-one time, direct application of reading materials and taking time to identify books that may be of interest.
Professor Marcia Thompson, Center for Information Media at St. Cloud State University, stated that ” 4th grade boys are a tough niche. This is where so many boys leave the pleasure reading world.” She recommended the Guys Readwebsite hosted by author Jon Scieszka. This site provides a list of books by category that have been boy tested and approved. Under the Guys & Reading tab, Jon talks about the potential barriers to reading and the mission of his site. This site also encourages you to suggest titles you deem to be successful with boys.
If I was writing about another subject, I think my approach to finding solutions might be slightly different. Perhaps, I would consider a more tough love approach. However, based on the research, given how crucial reading is to the overall development of a boy, I have decided to take another tactic.
My parental approach and tips for a struggling reader:
No guilt trips: I try not to add to the pressure he already feels to perform at school. Instead I search for work-a-rounds through subtle influences that might reignite his interests (keep reading for ideas.)
Model behavior: I set aside time to read where he can see me. And, periodically share something I learned with him.
Resources: Slowly introduce a variety of tools (print and electronic) to see if he latches on to anything in particular.
Never underestimate the power of laughter: I take one night a week to read a short story to him before bed and alter my voice with each new character.
Allow imperfections: I try not to get caught up in test scores-they are merely a gauge of where he is today, but tomorrow is another day.
Its not about me: I want him find a passion for reading in his own way.
Stay relevant: Think about things he can associate with cartoons, t.v. programs, video games and other activities that may have an age appropriate book.
In his shoes: Think about what he might be interested in. For example on vacation this summer we spent time exploring a cave. After which I borrowed books from the library about spelunking. My son likes to re-purpose items found and bought. He was given the American Picker Kid’s book for his birthday. We also signed up for the online Kid Picker’s club.
Less can be more: I welcome short stories, comics, and articles from any appropriate source even if the designated reading level is for a younger audience.
The power of words: I quickly respond and redirect negative, disparaging words he associates with reading and/or books.
Progress: Although I strive for an immediate solution, it is not always possible. However, he can continue to make (value added) reasonable further progress.
The big picture: I am in it for the long haul-beyond his formative years. My ultimate goal is that he becomes a literate, life long learner.
If you would like to share additional tips, resources or websites that you have found to be useful, feel free to contact me by email at (cmle@stcloudstate.edu) or you can leave a comment at the bottom of this post. Based on the feedback, I would be happy to compile a list to share with our readers in a future post.
Partnering with libraries for visioning, advocating, and educating
