Engaging Reluctant Readers - SLANSW Webinar (February 2025)

The School Library Associaton of NSW (SLANSW), commenced its monthly webinar series this week. The theme was Practical ways to engage reluctant readers and featured contributions from Allison Tait (Author), Jade Arnold (NSW Premier’s Program Officer – Reading and Spelling) & Amanda Craig (Teacher Librarian - Telarah Public School)

I attended because I facilitate a READ group at school for students in Years' 10-12 that struggle to actively participate in the daily 20 minute session, where all students engage a time of silent reading, and wanted to be informed of some strategies applied to by others to encourage reluctant readers to add to my "tool kit".

I know two other READ groups that provide additional support to students in my school, and I should invite those groups to borrow during READ time. I have a small group already, and with my session in the library, I can open up the space to invite groups to borrow during that time and provide the opportunities that my group has access to, such as the lounges and beanbags to encourage them to relax. This would support the suggestion to make all students in a class borrow a book, unless there is a book of their own that interests them.

Reading goals are essential as well to encourage reluctant readers. I applied this strategy with general class groups e.g Litgym at MLC School (2014), but should use this to both groups as well. It has worked for me with regular groups and I cannot see why it would fail with both groups.

Book labels also arose, and I didn't realise the impact they could have on reluctant readers, given that genre labels can guide students in selecting related texts or reading particular stories that interest them. I have been involved in the setup at my school. While it has consumed time and resources, it is a good investment, even if it's not a financial one because my goal is to have students borrowing and reading books that interest them. If students borrow and read more, I will be happy, and feedback from the wider student body will be favourable to date. 

Improving Graphic Novel Collections in schools

In the latest issue of INCITE magazine by ALIA (Australian Library and Information Association), I read a case study on Barker College Library’s efforts to expand and update its graphic novel and manga collections. In 2024, the library undertook a review to ensure those collections align with student interests and to encourage diverse reading experiences. The process involved forming a committee, gathering data and consulting students. 

As a result, they made informed decisions to refresh displays, shorten loan periods (two weeks to one week) and introduce new, age-appropriate titles.  

One of the changes implemented by Barker College has been reducing the loan period from two weeks to one week. At my school, graphic novels are loaned for two weeks, and to encourage greater engagement with graphic novels, I should consider whether a shorter loan period would work for them.

Selecting age-appropriate manga is a challenge that confronts school libraries. While manga titles have a rating system, some of the themes may not be consistent with the rating, so it does need to be scrutinised. It also needs to align with the values and ethos of the school, whether it is a public or private school.