October 2022 - School libraries and reading development

Students need to be allowed space to voice their opinions, but it's not something they're going to just know how to do straightaway. Many will need scaffolding, at least to begin with. Perhaps a few questions to get them to think about the book in more detail. Something that helps to lead them past 'it was okay, I liked it' to thinking about what they liked about it.

Confidence and not wanting to be shown up is a big barrier as mentioned in the podcast. Encouraging them to book chat in small groups might work, using prompt questions too. Modelling that it's ok to think differently about books is important and that we are all different.

I think that last point is important, Rachel. I had a conversation with some of our year 10s this week prompted by them saying one of them had a bad taste in books. I observed that it was more accurate to say they had 'different' taste in books. The fact that someone likes a different genre or style to you does not in itself mean they have bad taste. Nor does it mean that a book is bad just because you didn't like it. I find students sometimes struggle with that a little. It can be quite binary: liked it = good, didn't like it = bad. I think books (like music, movies, other forms of art) are less binary than that.

Quiet reading, like anything, has pros and cons, in my opinion. On the one hand, quiet reading allows students to engage with a text and this is a good thing. But what if they don't like it? How do we tell if they're actually reading or just faking it so as not to get into trouble with the teacher? If they're not engaging, what's the point? So on its own, no, I don't think it's enough. I think there needs to be a variety of activities: group reading, booktalking etc.

We only have a single lesson per week with y7 and 8 which is 35mins so by the time they are settled after some browsing (often by the reluctant readers trying to avoid reading!) They probably only read for 20 mins. I try to get them to recommend books esp after they holidays. We also have some lessons that are more research focused so there is a mix. My feeling is that more opportunity for quiet reading would be nice but I also use the research times to try and each IL or do inquiry as atm, I don't get many other opportunities to do this. My hope is that will change as I try to collaborate with other subject areas but it all takes time!

This was so obvious when Clare mentioned it. Why had I not thought it if before hand though? It's something we really do take for granted.

I hadn't heard it call that before, but I can see what is meant by it. I think this is perhaps the most useful area to target with reluctant readers because sometimes their argument is that there is no point to reading, their parents don't read, there's no need for it as an adult etc. However, in a lot of instances, I suspect what they mean is that their parents don't sit down and read a novel. It is tricky to navigate through our very literacy-based society without ever reading at all, whether that be the Highway Code when they're learning to drive, bank statements, insurance documents, job descriptions for if they want to apply for a job etc etc. In some ways, this type of reading is the most crucial to daily life.

Reading for learning I think of as being connected to the school curriculum. Material that is read to enhance or expand understanding of a topic that is being studied or perhaps as part of a revision process.

I quite like it. The problem I face is our students hear 'reading' and some switch straight off. To them it's about reading a book, a story they aren't interested in. I'm trying to get the students to understand that reading takes many forms and styles, and no one way is the right way.

Recreation covers 'reading for destressing, or chilling' as well, which pleasure doesn't really do. I think it's a wider focus then just enjoyment.

I think this is an interesting idea and one I am going to read more about. Removing the word 'pleasure' could be less challenging to those students who are more reluctant readers and allow them to engage more with the idea that the reading is non-curriculum related but still beneficial. I agree with Sabrina that some students do switch off when they hear the word reading and some will immediately start arguing that it isn't something they find pleasurable. So removing that from the equation might allow us to engage them from a different angle.

I like it,I have also heard reading for relaxation from Nicola Morgan. I agree the use of the word pleasure can exclude some students and have stopped using the term myself but it is a more recognised term within teaching staff. I did a lesson recently where we quizzed the teacher on her reading habits and that was a great way to illustrate all the ways she reads, she referred to magazines and audiobooks and I was able to add reading blogs etc is all valid reading.