For what it's worth, I agree 100%!
When I took the media specialiat position at my current school, library
circulation was driven by AR . I have worked steadfastly to change that, with
a degree of success. Books are filed according to Dewey, and I have
introduced a school-wide reading log program (targeted toward at-home
reading, so as not to overtly subvert the in-school AR habit, appeasing the
AR contingent). The reading log program is a rather traditional concept
(honor system of reading documentation; also requiring parent's signature)
which encourages students to read a variety of materials appropriate for
elementary students, including student magazines, newspapers, etc. AR is not
a factor.
The most difficult aspect of this situation, in my opinion, is dealing with
teachers who continue to stay wholly invested in the AR program. I have
learned to be diplomatic while working to institute change. It is an ongoing
process, but worth the effort.
When students come to the media center 3 times in the space of an hour or
hour and a half because they've read their AR books and tested on them, I
know that they are reading for points, and that they are generally reading
books that are below their reading capability and comprehension (kind of an
"assembly-line" reading practice); that this practice is sanctioned by the
classroom teacher who is allowing these students to go back and forth between
the classroom and the media center in order to fulfill some established
"point goal". In my opinion, this is not real "reading."
I'll stop here -- guess I was inspired!
Sheryl Kaplan
Library Media Specialist
Peck Elementary School
Greensboro, NC
kaplans2@guilford.k12.nc.us
sher51@aol.com
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