Kids & Family Reading Report

I am working my way through the Kids & Family Reading Report which has been published by Scholastic.

So far I have been quite surprised at some of the findings and the enthuaism that kids have for reading, even if it is not being visibly expressed.

Yes the results drop through secondary schooling, because more time is required for one to engage in academic reading and study.

But one element of interest to me is how nearly three quarters of kids would read more if they could find more books that they like.

I have to remind myself about knowing the students, their reading habits but also their interests. I have noticed in partticular that conversations that you have with students in the library are important to guiding students.

Suggested reading lists are always a good key because the popular or related items can easily be listed and identified. I have done that with the NSW Premiers Reading Challenge at Waverley College and the response from the participants has been very good. They actually asked me questions about the books and being able to recommend the item (or not). Why do a reading list? It can act as a guide given the overwhelming choice of books that a school library can offer these days.

I have noted it before, but if a student is a reluctant reader, I always ask them what their interests and hobbies are and then try to find a suitable book/s for them to read. I have found that they are more likely to engage as a result.

Also, getting kids to read is about giving them choices, like allowing one to read non-fiction if they wish instead of fiction. restrict Narrowing choices can put one off reading.  Neither, would I ever recommend what I have seen one English teacher do at one school - make their students select from one of two books to read and use poor behaviour as justification for that. If a student can choose what to read, won't they be more likely to do what is required?

Technology in the classroom: Is withdrawing the use of laptops from classrooms right or wrong?

Last month, there was media coverage relating to the decision by a Sydney school to ban laptops from use in the classroom because of views that they "distract" the learning process.  This does go against conventional views on the use of technology in the classroom.

From my experience, I can understand why  laptop use might be discouraged because students can be too distracted and makes managing student behaviour a challenge. But could the ramifications of such an approach cancel out the benefits associated with using technology in the classroom?

There are some learning tasks where a pen and paper approach might be more effective, but using  information and communication technologies does allow for transformative learning to occur as emphasised under the SAMR model. I have been a keen advocate for use of technology in the classroom because you can do more with technology than pen and paper technologies can do.

I have pointed out that students can present their information in different formats through technology  e.g. practice new words in a foreign language by recording a TV interview with a student acting as a famous sports star. You can find out information in real time or compare different perspectives.  

With so many demands in our lives, it is important that we are productive with the limited time that one has. Forcing students to handwrite assignments is a time consuming process, and presentation wise isn't as effective as typing it on a computer. Some students would be disadvantaged especially if their handwriting is poor. 

Students love using technology; best reflected in their everyday use of digital devices including phones, tablets and computers. If we can let students use the same technology that they use for recreation, why cannot we use it in an educational sense? They are more likely to engage than if I were to make students read from a textbook and answer comprehension questions. 

Also I felt the need to share this article by Anthony Segart, a student at St Andrews Cathedral School, Sydney as well because it helps support the reflections that I have made.  As an educator, I am obliged to equip students with the skills that they will need for active participation in a 21st century society. This includes equipping students with the skills that they will need in order to use technology effectively. 

He does make one additional point which is my challenge for me as an educator - How do I teach students to manage the distractions that technology can provide? Well one answer is making the lessons meaningful and relevant but also help students try to block out distractions, like we have to do in the physical world.

The benefits of OLIVER

In the current issue of Scan (Volume 35, Issue 1), Sonya Engelen outlines some benefits that OLIVER has bought to the students at Thirroul Public School.

OLIVER has become the standard for library catalogues in schools in NSW. Not only is it used in Department of Education Schools, but also through schools managed by the Catholic Education Office, Sydney and independent schools.

I have used or being exposed to other systems over the years and OLIVER is by far the best. Sonya has raised those benefits well like the Web 2.0 interface and ability to create lists containing resources for a topic. It simplifies the work in locating and selecting resources. As a teacher, I actually like creating and maintaining resource lists because it guide me in which resources to use in the classroom but also share it with students, so that they can actively use resources. This can be easily updated and changed as resources come and go.

Also the students can take ownership through providing book reviews, particularly if one is struggling to pick a book of their choice. This can also be tied into library feature reports in school newsletters

She does point one challenge in terms of educating students in how to login and access the catalogue, which is one challenge I'll have to set myself to do. At  Waverley College, I introduced students to the basics of OLIVER, like how to do a search, locate lists and identify the format of resources, but need to focus on the more advanced features like accessing the lists, advanced search features and even how to actually reserve a book without one having to go to the information desk.

Nick Earls article on importance of Teacher Librarians in schools

I was speaking to two friends that live in Victoria and work in primary schools, and asked them recently about Teacher Librarians working in their schools.

They told me that neither of their schools had one but had libraries. Budgetary issues were identified as one reason.

And then a colleague emailed me an article written by Nick Earls that got me thinking about the problems that not having a teacher librarian could have for schools, even schools that have an unqualified teacher librarian managing it.

The first problem is that the collection is more likely to become mismanaged. Collections are more likely to be poorly maintained like outdated resources or items easily disappear. I can testify that from experience at one school and while fixable, the time to fix it will be a long one.

There was one matter that affects even us qualified teacher librarians - The self checkout. Yes the public libraries have them but does self checkout help students pick the right books? Experienced school library staff have a broad knowledge of literature and can make a recommendation based on what they know to each student. Without that guidance, it can create problems. A parent could ring up the school and complain if their child has borrowed a book that may have objectionable material. A student may not be able to utilise or use a book effectively e.g. Borrow a book that is above their reading level.

But what else does a school lose from not having a teacher librarian?

• An advocate for reading - Teacher Librarians love to read and they want others to read as well. The ultimate role model for reading. I can see from my practice how I have encouraged others to read. There are kids for instance who are doing the NSW Premiers Reading Challenge, who might have not done so in the first place. I am even reading books and seeing if I can read 20 books from the PRC list. Will be handy for making book reviews. 
• Less opportunities for innovation in teaching and learning. It has been reported that ICT skills amongst school students in Australia is on the decline.  A Teacher Librarian is able to collaborate with colleagues to provide teaching and learning experiences that not only incorporate ICT skills, but also educate students on how to use them effectively.
• Students will engage less with literature - The internet is not a one stop shop for information. Through a Teacher Librarian, they will be exposed to information in differing formats including print. Even in this digital age, youngsters love their printed material. Think wide reading. Would students and teachers know whats even there?
• The library is not valued as a centre for learning. The library more or less becomes a storage area for books; a bit like a museum. Books are not used for what they are intended for. 
• Developing skills in critical and creative thinking. In this globalised society, we need to make the right choices and in order to do that, we need to think through critically. In countries like Australia, we lack innovation, and if Australia wants to compete with the world and remain a leading society, we need to have skills in creative thinking. Libraries with their wealth of information can give one the ideas needed to engage in that think, but also be guided in how to express their thinking, not just creatively, but critically. 

PressReader & Zinio

These two media apps are really fascinating me and this summer has given me a real opportunity to play around with both of them.

I have been aware of PressReader for the past five or so years through membership of the State Library of NSW, which lists hundreds of newspapers and magazines in Australia, and thousands globally. These can be viewed on your browser or Ipad.

Now its possible through some libraries (like Sydney City Council) or those flying with Qantas to access these items for free through timed access. Sydney City Council will provide complementary access for seven days from when you first access it at a library branch and on their Wifi network, while if you are flying Qantas, you'll get 12 hours access from up to a day prior to your flight.

When it comes to Australian publications, PressReader has sadly been on a slide. Fairfax has generally removed major publications like The Sydney Morning Herald and The Age from the app and don't generally make their local papers available. News Corp recently made the decision to no longer publish major dallies through the app. Even though users have to pay for an individual issue or for timed use, News Corp seem to be unhappy for some reason - perhaps loss of paid subscribers and/or newsagency sales. Hold on, wouldn't they get a cut from the sale of individual issues or subscriptions that are offered through PressReader? Not the end of the world I think.

It does open up doors though for those who want their foreign magazines or newspapers. For me, I am lured by The Guardian (UK) and The Washington Post (USA), which are amongst the most respected newspapers in the world. You can actually enjoy foreign newspapers and magazines from the comfort of your home.

Zinio is more popular with public libraries which pick the magazines that might interest their clients and make them available to their borrowers. While choices are fewer, it wins out in terms of being able to keep the issues forever, even if you remove them from your iPad or device. Your account is linked to the cloud.  PressReader hasn't really got that feature yet. Still figuring out the way to preserve PressReader material.

I don't know any schools that have them, and appears to be cost-prohibitve, but I think we as T/L's and schools need to take a good look at this, especially Zinio where the school can decide which subscriptions are most relevant to the students. Would students embrace it? I think they could especially if they can access it on their device and be able to keep it for life.

NSW Premiers Reading Challenge 2016

It is that time of year again, with the NSW Premiers Reading Challenge now underway for students in Kindergarten through to Year 9.

I have been involved in the setup this year at my current school, and have been busy promoting the challenge, and having it to do it with no resources from the official website as nothing has been provided. Other Teacher Librarian's have flagged this as well over the past week or two on message boards. To promote the challenge, I decided to create a "logo" from a header used in the reading log from last year. I have sent it to one Teacher Librarian. Feel free to contact me if you want a copy. However I am aware from the NSW PRC newsletter that promotional material is on the way.

I have visited a number of English classes and have been encouraged by the response by the students. In fact it looks like the number of kids participating is set to double from 2015.

There have been a few that have expressed their interest that you might not normally associate with reading. I will admit that while it is not a race to see who reads 20 books first, some have joined after I persuaded them do so as a way of outshining their peers., and using that as a challenge for them to hopefully get them to read 20 books. 

Yes, I have certainly got in early and why not. With busy lives, the kids need as much time as possible to read. I felt last year that there was rushing towards the end, and that worked against some kids. It was too late to reach the goal. Getting them to read before the official start has been a focus with a brochure printed out and distributed.