Rounding up readers

In the last post, I bemoaned the fact that we have readers in our middle and high schools who never darken the library door.  In this post, I'll share what I'm doing to try to round up these readers.

In no particular order, here are a few ideas that I'm trying:
*Display New York Times bestsellers that we have in the library for middle grade readers and teens (see photos).
*Go to Barnes and Noble on a regular basis to grab lots of brand new books to minimize the lag time from when the books hit stores to when students check them out (I check reviews in the store using my phone).
*Simplify checkout by eliminating the library card.  Students now self-check using their lunch number.
*Email the middle school and high school reading/English teachers to ask for help in spreading the word about great books and friendly policies in the library such as no fines.
*Beef up the digital eBook collection.
*Make school-wide announcements asking students to save their cash and come to the library to request the book they want to read instead.
*Recruit students to recommend books for our library blog.
*Greet every student who comes to the library.  Engage them in conversations about new books and reading if possible.

What other ideas have worked for rounding up readers at your library?  Please share!

Cool tools: Ikea display stands

Sometimes cool tools can be low tech (and inexpensive), as evidenced by these great display stands I found at Ikea for .99 each (search Tolsby on ikea.com).

I'm using them right now for several things, as you can see in the photos. 

Last week I used them as table numbers for the book pass activity (see previous post).  The numbers are clip art that I re-printed in color this morning to spiff them up a bit.

The students of one of our Spanish teachers are getting ready to do a big Dia de los Muertos project in the library, complete with a large altar to Frida Kahlo and smaller, individual altars to relatives and personal heroes.  I put related pictures in the display stands and will set these on library tables to compliment their projects.

Finally, I'm working on a new display, Read Any Good Movies Lately? After poking around on IMBD, I discovered that we have almost all of the books that correspond with the top 40 or so books-to-upcoming movies on their site. I'll display the books themselves, the IMBD list, and a handout of the books.  I'm including the display stands with 4 x 6 color copies of the book covers so the display won't be bare if (hopefully when) the books are checked out.


What other uses have you thought of for these low tech cool tools?

Book Pass

In the spirit of Steal Like an Artist, by Austin Kleon, another of our summer professional reading books, I have happily borrowed a wonderful idea from a neighboring teacher.

Kay Honeyman, brand new author of The Fire Horse Girl, blogs about holding a book pass in the library.  Her librarian is a friend, the terrific Jill Bellomy.  Their book pass sounded like so much fun that I decided to give it a go.

A book pass is just what the name implies.  Students come to the library to pass around books set out for them to examine.  They make a list of ones that sound appealing and add to the list throughout the year.  The goal is for this "to read" list to contain lots of books that they will enjoy reading for pleasure.

I did a book pass with sixth graders today, and it went really well.  Even the pickiest (er, most discerning) reader left with two or three books they want to read this year.

I modified yesterday's book pass due to a short period with the sixth graders, and I'm including the steps here:

1.  Set up enough tables so that your class will be sitting in groups of three or four.
2.  Number each table.
3.  Make a book pass sheet for students to write down the books they want to read. 
4.  Place 8-10 books at each table of various genres.
5.  Before the students start, ask them how they choose the books they read for fun.  Ask them to use these strategies for the book pass and to write down any books they might like to read.
6.  Give students 4-5 minutes at each table, rotating tables until each group has been to each table.
7.  If you see a group that's not really interested in the books on their table, walk by and add a few different books to the mix.
8.  Ask students to star books on their list that they are most excited about, and then give them the opportunity to check out books from any table.  If more than one student wants a particular book, place holds.
9.  Allow students to share what interests them about the books they have selected.
10.  Tip:  Since the tables will be mostly empty after one period, use books that the previous group has just returned to the drop box or good books from your shelving cart to replenish the tables.

Let us know how the book pass worked for your students!  Happy reading...

A reading resolution

Is anybody else a tad depressed with all the resolutions this time of year? Honestly, I am probably not going to lose that five pounds around my middle, lower my cholesterol, or get up an hour earlier to exercise.

What I can do is resolve to read.

As librarians, I think it's our responsibility to read. Yes, we want to be experts in many areas, but we're likely the best and only reader's advisor in our schools. And a reader's advisor can't just talk about reading, we need to read.

So I propose a resolution that's fairly realistic. Resolve to read 100 books in 2012.

How can we reach this goal? Read a book a week and listen to a book a week.

At two books per week that's about 98 books per year. During holidays and long weekends we can likely read a couple extra books to put us at the 100 mark.

If you always have a book on your smartphone and soak up those wasted minutes in the grocery store line and at soccer practice, a book a week is pretty attainable. Listen to a book while you commute, fold clothes, and walk the dog. Two books a week--done!

Remember to keep a reader's list (see previous post), and at the end of the year it will be great to have actually kept a resolution, and especially one that helps kids by helping you be a great reader's advisor.

Get your read on, y'all!

It's a great time of year in Texas for finding good books. Over the past year, committees of librarians across the state have been reading the best in newly-published books in order to form the Texas 2 x 2, Bluebonnet, Lone Star, Tayshas, and Maverick reading lists.

Here's a short guide to these lists designed to promote pleasure reading:

Texas 2 x 2 list: 2 year-olds through second grade
(new list not released at the time of this post)

Bluebonnet: third through sixth grades

Lone Star: sixth through eighth grades

Tayshas: ninth through twelfth grades

Maverick: graphic novels for grades sixth through twelve.

Happy reading, y'all.

Creating a community of readers

For me there's nothing more fun than the smile of a kiddo who has read a book and loved it.  And if it's a book that I recommended, that's an amazing feeling.

And creating a community of readers?  Making progress toward that wonderful and lofty goal would probably be enough for most of us to retire happy.

But how can we set the tone for a community of readers at our schools?  How can we create excitement for pleasure reading when many kids think that's an oxymoron?

Let's start with what it's not.

Creating readers is NOT:
*based on rewards
*mandated
*tested
*computerized
*censored
*judgmental
*solitary

And on the positive side...

What do readers need?
*Choice
*Adults to model a love of reading
*Someone to recommend books especially for them
*Time
*A variety of books in many formats
*An opportunity to share what they read

What can we do to set the tone for a community of readers?

*Read what the kids read
*Read a ton
*Have an awesome collection
*Talk to kids about books
*Provide programming that encourages reading
*Know a wide variety of authors to recommend
*Keep a list of what you read

I'd love to hear your ideas for creating readers--please do share! I'll be happy to post them here, along with a list of programs that may encourage reading.

In the meantime, there's a good book and a comfy sofa that's calling my name...

Just right books or just for fun books?

Occasionally when doing reader's advisory with kids we find ourselves in the middle of a situation.  A kiddo wants one book and the parent or teacher wants him to have a different book. 

The book the kiddo has chosen is (fill in the blank here) too short, too long, too much below his reading level, too much above his reading level, too silly, too scary, and basically, just not what the adult wants for the child.

The kid looks at us beseechingly--help!  The parent or teacher also looks to us for help, but it's more of in the "adults stick together" way.  What do you do?

How about if everyone can win? 

How about if the kiddo can check out whatever "just for fun book" that he likes?  That way it doesn't really matter if the kindergartener checks out a 500 page tome.  It makes him feel like a reader.  Let him go!  It doesn't really matter if a fifth grader checks out a drawing book.  It's fun.  Let him go! 

Ditto for series books.  This might be a good opportunity to briefly explain the importance of series books in creating readers (see the birthday cake theory post) and the fact that it's critical for readers to have freedom of choice in selecting what they read.

Chances are if the kid is allowed to check out his "just for fun" book, then he won't care if the adult prevails with what she considers the "just right" book. 

Everybody goes away happy, and most importantly, the kid's choice has counted for something.  In that case, we all win.

And with good reader's advisory, librarians will likely have another chance to recommend books the kiddo will love.  If we force choices on him, he may never darken the library door again.

Keeping a reader's list

As you're reading, I hope that you'll consider keeping a Reader's List.  A reader's list is just that--a list of the titles and authors of every book you read. 

I wish I would have started my Reader's List as a child, or even the first year I became a librarian.  I didn't think to start it until my first year on the Lone Star committee, but even so, I love my list.  It would rank up there with the Top Five Things I'd Save in a Fire.  I tell my boys it's my legacy and have asked them not give it to Goodwill when I'm dead.  They, of course, roll their eyes.

When I started my Reader's List, I didn't think about my legacy, so for years I simply used little red notebooks that I'd get at the dollar store.  I fell in love with a leather journal and recopied ten years of titles into the new book.  After I'd finished, I found the beautiful brown journal with the alphabet on the front and recopied the titles yet again.  Now I don't look at new journals.

Here are a few tips to get you started...

1.  List only the title and author of each book read.
2.  Ditch the temptation to give a rating, write a summary, or keep track of the genre.
3.  At the top of each page, list the month and year.
4.  Number the books you read chronologically from 1 to infinity. 
     Don't start over each month or year.  This way you'll always know your running total.
5.  Personally, I use the exact same type of pen every time.  Black roller ball, medium ink.
      (But you're probably more well adjusted than I am).
6.  Feel free to mix adult titles in with the zillions of children's or YA books you read.
7.  Remember to include audiobooks on your list.  Audiobooks are books too!

Ask Me What to Read...

I'm going to go out on a limb and assert that there has never been a more important time for librarians to be reader's advisors.  And yes, that's another post for another day.

For today, I'll just say that the first step in being a good reader's advisor is to read.  Yes, READ.  Did you just slap yourself on the side of the head and mutter, "Duh?"  Good for you.  Because sadly, many librarians and teachers attempt reader's advisory every day without having actually read very many books.  And kids can spot these imposters a mile away.

Kid:  Do you know a really scary book I can read?
Imposter: Well, I've heard that new vampire book is scary.
Kid: Have you read it?
Imposter: No, but it's been checked out a bunch of times, so it must be good.

Since you're not one of THOSE librarians, you will undoubtedly be reading a lot of children's or YA books.  You'll be keeping a list of what you read.  You'll know authors.  You'll read many different genres. 

But since there are so, so many books and so, so little time, how do you choose WHICH books to read?

A few ideas may help you narrow your selections.

1.  Using an online ordering tool, do a collection development search.  Narrow search results to books published in the current year only with 2 or 3 starred reviews.  Print the list and read what sounds good or what you think your kids might like.
2.  Use the summer to read the books on the next year's Texas 2 x 2, Bluebonnet, Lone Star, or Tayshas list, for example.
3.  In January most review journals will highlight the best books of the year or editors' choices.  Copy these pages and read what sounds best.
4.  Read the first book of that hot new series, but don't feel like you have to read every book in the series unless you absolutely love them. 
5.  Ask kids to help keep you in the know when they spot new books online or in the bookstore.

The birthday cake theory of reading development

This will be a looong post, but stay with me.  This theory is really important stuff.

My MLS coursework at TWU was blissful.  Cheesy maybe, but true.  I took five years--purposely long because I loved it and things were hectic.

It provided the wonderful realization that I am passionate about libraries, and in those ancient days of face-to-face courses, it provided enduring relationships.

And I LOVED the things we learned. 

Early on, Dr. Betty Carter introduced us to "The Birthday Cake Theory of Reading Development" by Alleen Pace Nilsen and Kenneth L. Donelson.

I am excited to say that Dr. Nilsen kindly gave me permission to post this copy from the 1985 edition of Literature for Today's Young Adults.  In later editions of the book, the authors opted for a plainer chart, but the birthday cake remains my favorite.

The theory traces the development of readers.  Not so much learning HOW to read, but learning to LOVE to read.

To understand the theory, begin with the bottom layer of the cake and work up.  The cake has six layers representing birth to kindergarten through adulthood.  Each layer provides a basic understanding of what developing readers need in this stage.

Here's a critical piece.  Readers must go through each stage.  Stages can't be skipped.  If a reader is "squashed" in one stage, he will age chronologically, of course, but he/she may never develop a love reading.

Layer One--Birth through Kindergarten:
Enjoying nursery rhymes, folktales, picture books, cereal boxes, and anything else that shows there is fun and profit to be gained from the written word.

Layer Two--Kindergarten through Second Grade:
Learning to decode.  Developing the intellectual skills needed to read.

Layer Three--Third to Sixth Grades (Unconscious Delight)
Losing oneself in a good story.
Series books, fantasies, horse stories, dog stories, adventure tales, anything the reader can disappear into.

Layer Four--Jr. High to High School:
Finding oneself in a story.  Finding one's friends, enemies, and other people of interest.  Checking out the "facts" in realistic problem novels.

Layer Five--Upper High School to College:
Going beyond one's circle.  Finding where one fits in society.  What does it all mean?

Layer Six--Adulthood:
Aesthetic appreciation.  Identifying with the author.  How and why the reader is touched by this writing.

Why is this really important stuff? 
The birthday cake theory provides an understanding of how readers develop.  It helps us match readers with the right book at the right time.  It helps us inform parents and teachers as to why each stage is important and what the implications are. 

For example, it's critical that readers in the unconscious delight stage read series books or the same kind of thing over and over.  Squash this, attempt to push them on before they're ready, and you risk stopping their progress in developing a love of reading. 

And most of all, understanding this theory helps us help kids be readers. And that's really important stuff any day.

Reader's Advisory advice...

Occasionally I volunteer at the Dallas Museum of Art's series, Arts and Letters Live or BooksmART. 

In his talk last night, David Sedaris offered this droll advice, "Give someone a thin book.  Because if you give them a thick one, they'll just think, 'That's a lot of book not to read.' "

Read to the MAX...

Good librarians are voracious readers of children's and YA lit.  Maximize your reading with the following ideas:

1.  Read every day.
2.  Read more than one book at a time.
3.  Read while waiting in line.
4.  Listen to audio books in the car to double your reading time.
5.  Download a book on your iPod and listen while you exercise, do housework, & other mundane activities.
6.  Choose books that appear on multiple lists, awards, & with starred reviews to help ensure that your reading time is well spent. 
7.  Keep a reader's list of the title and author of what you read.  Reread your list periodically to keep these books fresh in your mind for reader's advisory.

Written by Leigh Ann Jones and reprinted in Children's Literature in Action: A Librarian's Guide (2008, Libraries Unlimited) by Dr. Sylvia Vardell.

Photo courtesy National Media Gallery, no known copyright restrictions.