[CASL-L] Summer Reading An Easier and More Effective Way?

[IRENE KWIDZINSKI]

FYI.  I like the 21st century approach.


----- Forwarded Message ----
From: Kate Brown <kbrown at brevisconsult.com>
To: aaslforum at ala.org
Cc: imkateb at gmail.com
Sent: Wed, May 30, 2012 8:44:58 AM
Subject: [aaslforum] RE: Re: Summer Reading in Champaign: An Easier and More 
Effective Way


How about if we move to where our target audience lives?  “… first get the kids 
into the library for them to find an interesting book” is an antique notion, to 
them at least.  First get the kids hooked on one good story, then another, and 
then a third.  (Notice, I said story, NOT book, cause I’m thinking online 
magazines, on-topic articles, poetry … to paraphrase a famous line, “Sell it 
right and they will read it.”)  Use the 21st century forms of technology this 
audience has so creatively embraced to send out info bursts and links every day, 
a couple of times a day.  

 
Try this.  Tweet (or email or add to fb) “Gilt!  Hot book for a hot summer 
night.  Romance, desire, & intrigue btw. the covers. ♥♥♥♥♥  Free download at 
(your or a regional library’s e-book collection’s URL).  

 
Or try this:  Day One:  “Like to sleep?  Then this book is NOT for you!  
Divergent.  Free download at (URL).”  Day Two:  Did you download it yet?  
Divergent. “  Day Three:  Divergent already in use?  Try (name local bookstore) 
before it sells out or order online.  Don’t be left out!  Day Six:  Need to talk 
about Divergent?  Go to (your library’s YA booktalk page).  

 
Remember being 14, 15, 16 …  You’re miserably hot.  Your friends are at work, on 
family vacations (or worse, you’re on a family vacation).  You have those dumb, 
boring books you have to read for school hanging over your head.  Summer is 
already becoming a drag.  

 
Offer them an escape.  Or a way to share something with friends, online of 
course!   Use all the PR tricks you can think of – maybe we can brainstorm a 
list?!  Add graphics and trailers whenever possible.  Create awesome ways for 
them to react to what they’re reading and share suggestions for more reads.  

 
Then, once you’ve got them hooked on audio and/or e-books, let them know that 
there are even more like these at your library, that they’re not available 
electronically yet, but wow, are they equally terrific reads.  

 
Then have a MeetUp night at your library.  Connect with your friends, trade good 
reads, play cards (poker lessons provided) or games, and music, of course … plus 
food for sale, cheap!  No adults allowed.  

 
Just an idea.  
 
Kate Brown, Consultant
imkateb at gmail.com
 
 
From:Lorraine [mailto:l_k_smith at msn.com] 
Sent: Tuesday, May 29, 2012 8:34 PM
To: aaslforum at ala.org
Subject: [aaslforum] Re: Summer Reading in Champaign: An Easier and More 
Effective Way
 
What is the more effective/efficient way? You said there were other ways but you 
didn't give suggestions. I don't like AR or similar programs, but a program that 
allows everyone to be successful and choose their own books works.
 
  There are many kids who won't read if they are not given an incentive. Yes, 
I've read Alfie Kohn's book and some of the articles listed. You have to first 
get the kids into the library for them to find an interesting book. I have 
always found that the students who already love reading will read NMW...but what 
about those who have not? I haven't found a good alternative yet.  
 
Lks 

Lorraine Smith RN, CAP, LMT, MEd, MLS
sentfrom my iPad

On May 29, 2012, at 1:51 PM, Stephen Krashen <skrashen at yahoo.com> wrote:
Sent to the News-Gazette (Champaign, IL), May 29, 2012
> 
>The summer reading programs in Champaign for high school students have a worthy 
>and sensible goal: Increase interest in recreational reading.  This goal, 
>however, can be achieved far more efficiently. 
>
>The new program described by the News-Gazette (“Champaign high schools now 
>require summer reading,” May 28) requires high school students to select among a 
>small set of books on a given theme and read one over the summer. (Students can 
>read a book not on the list, but it must be related to the assigned theme.) 
>Research consistently shows that self-selected reading of books of genuine 
>interest is much more effective in stimulating literacy development than 
>assigned reading. 
>
>The program requires written responses to questions about the book when students 
>return in the summer. Research consistently shows that writing summaries and 
>book reports does not increase literacy development and can turn students off to 
>reading.
>Another summer program in the Champaign area, the Teen Summer Reading program, 
>awards prizes for reading. Research consistently shows that rewarding people for 
>activities that are inherently pleasurable can result in less interest in doing 
>the activity. Rewards send the message that the activity is not pleasurable and 
>nobody would do it without a bribe.
>There is an easier and more effective way. Research also consistently shows that 
>when interesting books are available, teenagers do indeed read them, as 
>demonstrated by the success of  Harry Potter, Twilight, and Hunger Games. This 
>means that we need to make a greater investment in public libraries, often the 
>only source of books during the summer for those living in poverty, with the 
>goal of providing students with a wide choice of books to read, with no written 
>reports required. 
>
>With the increase in poverty in East Central Illinois over the last decade 
>(“Changes in poverty and how schools are affected,” News-Gazette, January 15, 
>2012), well supported libraries are of more importance than ever. 
>
>Stephen Krashen
>Professor Emeritus
>University of Southern California
>
>Original article: 
>http://www.news-gazette.com/news/education/2012-05-28/champaign-high-schools-now-require-summer-reading.html
>
>
>Some sources:
>Self-selected reading is more effective: Krashen, S. 2004. The Power of Reading. 
>Heinemann Publishing Company and Libraries Unlimited; Lee, S.Y. 2007. 
>Revelations from three consecutive studies on extensive reading. RELC Journal 38 
>no. 2, 150–70. For a report of a successful summer reading program based on 
>self-selected, see: Shin, F. and Krashen, S. 2007. Summer Reading: Program and 
>Evidence. New York: Allyn and Bacon.
>Writing summaries and book reports; Krashen, S. 2004. The Power of Reading. 
>Heinemann Publishing Company and Libraries Unlimited; Mason, B. 2004. The effect 
>of adding supplementary writing to an extensive reading program. International 
>Journal of Foreign Language Teaching 1 (1): 2-16; Smith, K. 2006. A comparison 
>of “pure” extensive reading with intensive reading and extensive reading with 
>supplementary activities. International Journal of Foreign Language Teaching 2 
>(2): 12-15.
>Prizes for reading: Kohn, A. 1997. Punished by Rewards.  Boston: Houghton 
>Mifflin.  McQuillan, J. 1997.  The effects of incentives on reading, Reading 
>Research and Instruction 36: 111-25.Krashen, S. 2003. The (lack of) experimental 
>evidence supporting the use of accelerated reader. Journal of Children’s 
>Literature 29 (2): 9, 16-30.
>Tennagers do read them: Krashen, S. 2001. Do teenagers like to read? Yes! 
>Reading Today 18(5): 16.  Krashen, S. 2011. Why we should stop scolding 
>teenagers and their schools: Frequency of leisure reading.  Language Magazine 
>11(4): 18-21.
>Library the only source of books: Neuman, S. and Celano, D. 2001. Access to 
>print in low-income and middle-income communities. Reading Research Quarterly 36 
>(1): 8-26. Krashen, S. Power of Reading. 
>
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