I have always loved to read a wide variety of books. I equally enjoyed the YA fiction pulled out of the library, the "intellectual" books given out as required reading, and the random novels in my mother's bookshelf. However, I am well aware that not all young people share this interest. Those of us who have worked in a Secondary School Environment can imagine the following scenario all too well:
A grade 10 student comes into the library weary because he has to submit an intended reading list and goals for the year. The teacher is excited about his/her new syllabus and is making attempts to slowly integrate more choice in reading in combination with the required novels assigned. The only novels he has ever finished, reluctantly, have been the ones that were required reading in class. He dislikes reading and the idea of finishing one novel let alone a pre-determined list for the year is overwhelming. He is thinking of dropping the class.
How do we take this situation and turn it into an opportunity? First, I want to applaud the teacher in this scenario for taking steps towards including student choice in the curriculum. Offering choice can help students connect more with what they are reading. However, we need to do much more to support students in their choosing and reading to encourage them to become lovers of the written word.
As Krashen (2012) so elegantly describes (among other things in this long but informative talk), statistically, the two main factors that promote literacy are are 1) access to books and 2) time to read. We know that the student in this scenario has access to books, but does he have dedicated time to read? This could be a discussion with the student and the teacher in this scenario. Is the teacher providing them with in-class time to read their selections? Does this particular high school have school-wide silent-reading time? Does the student have a quiet space and blocked out time at home to read? Does the student need dedicated time in the library to read, and can that time be fit into their schedule? A plan must be developed with the student, the teacher and, if reading at home is to be part of the plan, the student's family.
Having these two factors, however, does not guarantee that any given student will read - it just means that those who want to read will be able to. Books and time really are the bare minimum. What more can we do to encourage an individual reluctant reader?
In my experience, you can engage students in just about any activity by meeting them where they are with respect to skills, scaffold their learning, and, most importantly, find a way to include their interests in the activity. The teacher's decision in this scenario to give students choice is a great way to include the students' interests. However, if the students can't find books that relate to their interests, it does little help. This is a great opportunity to discuss a collaborative lesson with the teacher in question to give the entire class an interactive tour of the library and lesson on how to find books related to their interests. The tour could include the following:
This library tour is particularly important because if there is one reluctant reader in the class, there are bound to be others who may just be less vocal about their struggles. The student in the scenario above seems fully capable of reading; he is just overwhelmed with the idea of having to choose reading material for himself. Ideally this library tour would be planned for around the same time the students are told they will be choosing their own reading materials, but it's better late than never. This conversation could be had with the teacher as soon as it becomes clear that some students are struggling with choosing their reading materials.
The other important aspect of helping this student choose reading material is knowing what the teacher's goals are in the course. Is it to improve the students' vocabulary and language skills? Increase their love of reading? Expose students to a wider variety of reading materials? What kinds of books would help meet those goals? Could students read graphic novels? Plays? Books of poetry? Hi-Lo readers? Can they read several books in the same series if it is something that interests them? How will the students show evidence of their learning in the classroom?
Knowing the teachers goals will help direct students in choosing their reading materials (and the librarian in helping them choose). Even children's books will have a wider vocabulary than average adult conversations, so even reading a graphic novel or Hi-Lo book will help the students' language improve as long as it is something they want to read. A reluctant reader may be drawn to graphic novels to begin with and this should be encouraged. There are lots of elements of graphic novels that can be analyzed and discussed - however, doing so is quite different from a non-illustrated novel. These days, graphic novels are written in a wide variety of topics and styles.
One final question to ask of the teacher is this: how strictly do students need to keep to this pre-chosen reading list? Students who are still finding their love of reading may be inexperienced in choosing reading materials they will enjoy. If they find they have made a mistake and want to take their reading in a different direction, will the teacher be flexible in this? It seems the student in this scenario is overwhelmed with the idea of having to choose so many books in advance. They might be more comfortable knowing that they will not be held to this list and can change to another book later on if they find they have made a poor choice.
The most important conversation to have, however, is with the student himself. What are his interests? What does he enjoy doing in his spare time? Are there things he likes to research on the internet? Hobbies he wants to learn more about? What other media does he enjoy? What games, TV shows, music or podcasts? There are certain to be some books in the library that relate to those hobbies and interests, and he can be shown how to find related books. Has there been any reading material he has enjoyed in the past? Any types of books, magazines, or comics? Can related novels be found in the library for him to try out? In this way, a list of books can be found and tailored to the student's interests, and it can be used as at least a starting point.
As Kelsey and Miller (2013) point out, recommendations from fellow students can also be very powerful. Not only does the book come with an endorsement, but the reader automatically has someone with whom to speak about the book they are reading. In the case of the scenario above, the student could be encouraged to ask friends for recommendations. Or the teacher could give students in the class a chance to give quick book talks on books they've read; this could be done either at the beginning of the class before any reading begins, or ongoing so that students can add to or change their list of books as they go.
I would also recommend making regular check-ins with the student to see how the reading is coming along. Perhaps set a weekly scheduled reading time in the library for him, and at that time you can also check in and see how he is getting along with any given book. From there, the book list could be tweaked and changed, if the teacher is flexible in this.
Giving students a choice in what they read is an important step. But just as important is checking in with them along the way to help them tailor their reading to their own interests. This is an opportunity to introduce a reluctant reader to books that might captivate him and turn him into a lifelong reader.
A grade 10 student comes into the library weary because he has to submit an intended reading list and goals for the year. The teacher is excited about his/her new syllabus and is making attempts to slowly integrate more choice in reading in combination with the required novels assigned. The only novels he has ever finished, reluctantly, have been the ones that were required reading in class. He dislikes reading and the idea of finishing one novel let alone a pre-determined list for the year is overwhelming. He is thinking of dropping the class.
How do we take this situation and turn it into an opportunity? First, I want to applaud the teacher in this scenario for taking steps towards including student choice in the curriculum. Offering choice can help students connect more with what they are reading. However, we need to do much more to support students in their choosing and reading to encourage them to become lovers of the written word.
As Krashen (2012) so elegantly describes (among other things in this long but informative talk), statistically, the two main factors that promote literacy are are 1) access to books and 2) time to read. We know that the student in this scenario has access to books, but does he have dedicated time to read? This could be a discussion with the student and the teacher in this scenario. Is the teacher providing them with in-class time to read their selections? Does this particular high school have school-wide silent-reading time? Does the student have a quiet space and blocked out time at home to read? Does the student need dedicated time in the library to read, and can that time be fit into their schedule? A plan must be developed with the student, the teacher and, if reading at home is to be part of the plan, the student's family.
Stephen Krashen: The Power of Reading.
Having these two factors, however, does not guarantee that any given student will read - it just means that those who want to read will be able to. Books and time really are the bare minimum. What more can we do to encourage an individual reluctant reader?
In my experience, you can engage students in just about any activity by meeting them where they are with respect to skills, scaffold their learning, and, most importantly, find a way to include their interests in the activity. The teacher's decision in this scenario to give students choice is a great way to include the students' interests. However, if the students can't find books that relate to their interests, it does little help. This is a great opportunity to discuss a collaborative lesson with the teacher in question to give the entire class an interactive tour of the library and lesson on how to find books related to their interests. The tour could include the following:
- How to use the online catalog
- How to search the internet for relevant and recommended books (for example, if a student enjoys cooking, they could find culinary fiction books on goodreads.com)
- How to find things in the physical space of the library
- Introduce students to a few specific popular or interesting books and pass them around.
This library tour is particularly important because if there is one reluctant reader in the class, there are bound to be others who may just be less vocal about their struggles. The student in the scenario above seems fully capable of reading; he is just overwhelmed with the idea of having to choose reading material for himself. Ideally this library tour would be planned for around the same time the students are told they will be choosing their own reading materials, but it's better late than never. This conversation could be had with the teacher as soon as it becomes clear that some students are struggling with choosing their reading materials.
 |
| How to choose a book? Image credit: Indy100 |
Knowing the teachers goals will help direct students in choosing their reading materials (and the librarian in helping them choose). Even children's books will have a wider vocabulary than average adult conversations, so even reading a graphic novel or Hi-Lo book will help the students' language improve as long as it is something they want to read. A reluctant reader may be drawn to graphic novels to begin with and this should be encouraged. There are lots of elements of graphic novels that can be analyzed and discussed - however, doing so is quite different from a non-illustrated novel. These days, graphic novels are written in a wide variety of topics and styles.
 |
| A selection of graphic novels about physics. Image credit: Inside the Perimeter |
One final question to ask of the teacher is this: how strictly do students need to keep to this pre-chosen reading list? Students who are still finding their love of reading may be inexperienced in choosing reading materials they will enjoy. If they find they have made a mistake and want to take their reading in a different direction, will the teacher be flexible in this? It seems the student in this scenario is overwhelmed with the idea of having to choose so many books in advance. They might be more comfortable knowing that they will not be held to this list and can change to another book later on if they find they have made a poor choice.
The most important conversation to have, however, is with the student himself. What are his interests? What does he enjoy doing in his spare time? Are there things he likes to research on the internet? Hobbies he wants to learn more about? What other media does he enjoy? What games, TV shows, music or podcasts? There are certain to be some books in the library that relate to those hobbies and interests, and he can be shown how to find related books. Has there been any reading material he has enjoyed in the past? Any types of books, magazines, or comics? Can related novels be found in the library for him to try out? In this way, a list of books can be found and tailored to the student's interests, and it can be used as at least a starting point.
As Kelsey and Miller (2013) point out, recommendations from fellow students can also be very powerful. Not only does the book come with an endorsement, but the reader automatically has someone with whom to speak about the book they are reading. In the case of the scenario above, the student could be encouraged to ask friends for recommendations. Or the teacher could give students in the class a chance to give quick book talks on books they've read; this could be done either at the beginning of the class before any reading begins, or ongoing so that students can add to or change their list of books as they go.
Dr. Brad Gustafson: Build Better Booktalks
I would also recommend making regular check-ins with the student to see how the reading is coming along. Perhaps set a weekly scheduled reading time in the library for him, and at that time you can also check in and see how he is getting along with any given book. From there, the book list could be tweaked and changed, if the teacher is flexible in this.
Giving students a choice in what they read is an important step. But just as important is checking in with them along the way to help them tailor their reading to their own interests. This is an opportunity to introduce a reluctant reader to books that might captivate him and turn him into a lifelong reader.
Citations
Gustafson, B. (2017, October 31). Build Better Booktalks. Retrieved from https://www.youtube.com/watch?v=kRkqjudkaME
Kelley, S., & Miller, D. (2013) Reading in the wild: The book whisper’s keys to cultivating lifelong reading habits. San Francisco: Jossey-Bass. p.88-128 (Book Excerpt)
Krashen, S. (2012, April 5). The power of reading. The COE lecture series. University of Georgia. Retrieved from: https://www.youtube.com/watch?v=DSW7gmvDLag
Gustafson, B. (2017, October 31). Build Better Booktalks. Retrieved from https://www.youtube.com/watch?v=kRkqjudkaME
Kelley, S., & Miller, D. (2013) Reading in the wild: The book whisper’s keys to cultivating lifelong reading habits. San Francisco: Jossey-Bass. p.88-128 (Book Excerpt)
Krashen, S. (2012, April 5). The power of reading. The COE lecture series. University of Georgia. Retrieved from: https://www.youtube.com/watch?v=DSW7gmvDLag
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