August Reflection
I stated in my introductory post of our discussion forum at the beginning of the session that
“one of the most challenging issues we can face as TL’s is when we are confronted with a capable reader who isn’t interested in books and reading. I hope this subject will provide insight and strategies we can use to influence students like this” (Greensill, 2018).
The answer to my question has already begun to become unpacked through my module readings. I love the well-known quote by JK Rowling that says, “if you don’t like to read, you haven’t found the right book.” This quote was a lightbulb moment for me as it highlighted the vital role a TL has in inspiring students to develop a love for reading. But how do we facilitate this desire in our students? Firstly, I believe developing an enjoyment for reading is contagious! Students discover how amazing books are because we can’t hold back our own love and enjoyment in sharing them with our students. In addition, the explicit modelling we demonstrate in how to engage in a book, how we can relate to it and the multiple perspectives we bring to the reading, teaches our students vital tools readers need as lifelong learners and helps them see books as a pathway into another world of knowledge and experiences. This just might be the connection they need to see reading as a pleasurable experience.
The infographic by McLean (2012) shows that parents and peers are the greatest influence in a child’s reading choices. If family practices do not promote reading habits at home, students will be less likely to read for pleasure. If a student’s peers are not actively reading for pleasure, then illiterate peers will not experience this modeled behaviour. I think one of the keys to breaking this barrier to reading is the essential role the TL has in creating a reading culture in school and promoting this as much as possible. Simple things like inspirational posters about books and reading displayed at the canteen, in toilet blocks, the staff room, and hallways are practical ways the TL can do this, but there are more strategies the TL should have up their sleeve. Having a strong library presence in the school newsletter that could include promoting the benefits of reading to parents as well as promoting resources in the parent’s library section as well as promoting new literature available or promoting topical themes are ways the TL can influence parents and students to utilize the library and its resources.
Supporting teachers in developing their classroom library collection that meets the varied interests of their students is another important way the TL can help create a love of reading culture in their school. Module readings have highlighted the significance of providing time in class to read for pleasure and the importance of allowing students to select their own choices for reading. Consider the peers role in modelling the enjoyment of reading and the sharing of books they enjoyed that will happen when a class has this time set aside every day as well as the reading habits this opportunity can instill.
REFERENCE
Greensill, J. (2018, July 9). Jenn-Lake Macquarie 2264 [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_35069_1&nav=discussion_board_entry&conf_id=_61450_1&forum_id=_104545_1&message_id=_1858905_1
McLean, K. (2012). Trends in the kid’s consumer market. Deep insights and ides from across the globe. [Slideshow]. Retrieved from https://www.slideshare.net/BKGKristen/trends-in-the-kids-consumer-book-market-ideas-and-insights-from-around-the-globe-toc-2012