AR drives my collection development to the point that if a book as a
quiz, I buy both the quiz and the book. If a book doesn't have a quiz,
and it fits what I want for my students and staff, I will still buy the
book. Granted, it may not get much play until it has a quiz, but I
encourage kids to write quizzes for those books that don't have
quizzes. It is unfortunate that it has come to this, but before AR I
had a whole library full of great books (the same ones as now) but kids
were only taking them out 'for air' and not reading them.
I have no guarantee that students will become 'life long readers' with
AR, but what I do know is whether they are CAPABLE of reading or not.
Hope this helps. I graduated from TWU 25 years ago with my MLS!
Barb Engvall
Teacher-Librarian
John Campbell Elem
Selah, WA
macbarb@charter.net
http://www.selah.k12.wa.us/JC/jc.cfm
On Mar 15, 2004, at 4:06 PM, Linda Abati wrote:
> I am currently working on my MLS at TWU. I am researching how =
> Accelerated Reader affects collection development in elementary
> schools =
> for an Issue Analysis Essay. If you have any stories, information or =
> input on this subject, I would greatly appreciate it. Thank you in =
> advance.
> Linda Abati
> Saint Mary's Hall Primary School Library
> TWU MLS student
> labati@satx.rr.com
>
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