What if we read aloud to them?
Barb
Barb Langridge
Children's Services
Howard County Central Library
10375 Little Patuxent Parkway
Columbia, MD 21045
410 313-7880
barb.langridge@hclibrary.org
-------------------------
Original Message:
From: Susan Egan <segan@OBERLIN.K12.OH.US>
To: LM_NET@LISTSERV.SYR.EDU
Cc:
Date: Tuesday, September 28 2010 10:03 AM
Subject: Re: ELEM: a bit miffed: leveled library?
"In several research studies children reported that
finding books they like is the biggest barrier they face to reading" and
"Children rarely acknowledged receiving formal instruction in book
selection."
So my question is, "How do they find books they want to read in the wider
world of unlevelled collections, five-finger-tests and so on?" Are we
doing
them a disservice by propping them up with arbitrary crutches?
This is a leap for me, the assumption is these kids can read and want to.
In my school we are still delving into children that are getting their
wings. I discuss book selection, reading the inserts, backs of books,
checking the online synopsis, thinking about the things that interest
them, etc etc. The book levels (all book are dewey arranged) are props,
absolutely. Except I see them more as props to get them started to fly
with books. Most of my kids would not read unless it is required. Let me
repeat it that these children are not readers, selecting books for them is
like going to the dentist. Every prop and tool I can use, book talks,
authors videos, themes, challanges to get books into the kids hands I will
use. I buy Captain Underpants and Franny K. Stein because it may be the
only thing Bobby or Susie will read without a battle. Especially if they
know the teachers don't like them. If Bobby wants to read fairy stories I
will sneak him copies when no one is around. Any prop I can use to help my
kids start reading....I'll take it.
Susan Egan
Oberlin Elementary School
Grades 3-5
Oberlin, OH
segan@oberlin.k12.oh.us
-----School Library Media & Network Communications
<LM_NET@LISTSERV.SYR.EDU> wrote: -----
To: LM_NET@LISTSERV.SYR.EDU
From: Barbara Braxton <barbara.288@BIGPOND.COM>
Sent by: School Library Media & Network Communications
<LM_NET@LISTSERV.SYR.EDU>
Date: 09/27/2010 06:50PM
Subject: Re: ELEM: a bit miffed: leveled library?
This discussion has come at a fortunate time because I am writing an
assignment for my third masters and have been researching relevant
resources. Here is another one that looks at children's book selection
strategies.
Reuter, K.A. (2007) Children selecting books in a library: Extending models
of information behavior to a recreational setting. (Doctoral dissertation,
University of Maryland) Retrieved from http://hdl.handle.net/1903/7021
Her literature review is on p11. In it , the author says "Although these
studies looked at the selection of leisure-reading materials, they tended
to
highlight the classroom context of reading by associating selection
strategies with reading ability and achievement levels. In fact, all these
studies were conducted in schools." Her research goes beyond that.
It is worth reading because in her abstract (which is what caught my
attention) she says "In several research studies children reported that
finding books they like is the biggest barrier they face to reading" and
"Children rarely acknowledged receiving formal instruction in book
selection."
So my question is, "How do they find books they want to read in the wider
world of unlevelled collections, five-finger-tests and so on?" Are we
doing
them a disservice by propping them up with arbitrary crutches?
This discussion is not about the use of AR within the school - it started
because someone asked for the pros and cons of levelling a school library,
regardless of the tool used for that levelling.
Barbara
Barbara Braxton
Teacher Librarian
COOMA NSW 2630
AUSTRALIA
barbara.288@bigpond.com
Together, we learn from each other
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