When you have been teaching as long as I have, and all up that’s over forty years, you should become immune to recurrent panics, usually political, media-driven, or coming from “educationists” with an axe to grind. But you don’t…
The latest tea-leaf reading and teeth-gnashing has followed the publication of the PISA Report 2007 (PDF). I posted on that here. Recently too we’ve had the Australian Adult Literacy and Life Skills Survey 2.
However, there are, as always, many reasons to think about how we teachers could do better. Young People Seen Losing Love of Reading by Kathleen Kennedy Manzo appeared in the November 19 edition of the US online magazine Teacher Week.
American youths are reading less in their free time than a generation ago, a statistic that bodes poorly for their academic performance, job prospects, civic participation, and even social well-being, a report by the National Endowment for the Arts says.
Increasing use of electronic media is largely to blame for a decline in pleasure reading among young people, says the report, released today. But the failure of schools to instill a love of reading is also a contributing factor, according to endowment Chairman Dana Gioia.
“The study shows that reading is endangered at the moment in the United States, especially among younger Americans … and not merely the frequency of reading, but the ability to read as well,” Mr. Gioia said in a telephone conference call with reporters before the report’s release. The emphasis in many schools on bolstering reading skills and preparing students for tests, he added, is insufficient for nurturing an appreciation of reading.
“This functional approach to reading,” he said, “is not adequate to instill a lifelong love of the subject.”
In a subsequent online ideas exchange a number of US teachers made suggestions, many of them similar to ideas you might hear in staff rooms or at conferences here in Australia. (By the way, in all those international comparisons, whatever it is they measure, Australia still outperforms the USA in literacy.) For example:
Claudia, a secondary teacher:
I have watched this conversation with interest, because for the past several years I’ve taught nothing but an elective, “Reading for Pleasure,” at my high school. We started small, one section per semester. Now, we run 12 sections, and could fill others if we had the teachers. In my school, there is a strong culture of reading—our media center is active and kids talk about their books. For the first nine weeks of this semester, 131 students in my classes read a total of 269,157 pages. (This includes books for English classes, not necessarily for pleasure.)
My class is designed to share books with students, and to give them a place and time to read, uninterrupted by other demands. Then, everyone writes about what they’ve read. I read with my students every day (tough gig, I know), and I respond to every entry, as a fellow reader.
I’ve noticed the same ‘dip’ in interest among our students that others have noticed. Over and over in their literacy autobiographies students tell me how much they loved reading in elementary, and then “something” happened. They can’t even articulate what it was. I wonder how much can be attributed to new demands on kids’ time, new interests, or peer groups that may not value reading. I spend lots of time in class talking about books, fiction and nonfiction, young adult, classics, popular adult fiction. Once kids learn (relearn?) what they like, they DO read for pleasure, because they have the power to choose what they read.
I want to throw one more idea into the mix. Nowhere in all these articles do I see a serious acknowledgement of the reading kids do the most: online. I would argue kids are interacting with text much more often than the “experts” think when we factor in computer use.
What do you think of this whole question? How do you encourage reading? How widely do your students read?
If you are a student, what is your attitude to reading? Do you think you are “good enough”? What do you read? How often?