INSPIRING TEENS TO FREE- READ AND THE IMPORTANCE OF BUILDING A COMMUNITY OF STUDENT-READERS KATRINA REYNOLDS LSC 531 INFORMATION COMPETENCIES FOR YOUTH PROFESSOR RENEE HOBBS UNIVERSITY OF RHODE ISLAND SPRING 2015 ARE TEENS READING FOR LEISURE AND ENJOYMENT? Reading is on the decline among adolescents. Studies may argue this point, but agree on one thing: there has been no GROWTH in reading tendencies outside of academic requirements. What growth means to us, as human society, is progress and moving forward. Thus, growth in reading, among our youth, is important. (Ocee Friends, 2012) WHY IS READING IMPORTANT AT ALL? Reading is an important part of the human experience and is one of the oldest modes of communication. Reading is associated with confidence and self-esteem. Reading allows us to further explore ourselves and express ourselves through what we read. Reading lets us share experience and connect with other ideas, people or culture. Practice makes perfect: The more one reads, the better reader one becomes. READING BUILDS COMMUNITY Ancient Greek civilization evinces the importance of literacy and reading for human society and community. Greeks philosophers: - Brought literature to the masses - Promoted the idea communal schools and compulsory education for all children (Anbar, 2004, p. 9) - Founded the principals of democracy - Inspired art and culture that many cultures today still strive to emulate (Orate, 2015) READING HAS A DIRECT RELATION TO SELF-ESTEEM -Studies show that children who develop reading skills at an earlier age perform better in other subjects as well. -Reading skills build confidence in school and help students feel a sense of achievement. -Adults who dont consider themselves good readers, often short-change themselves in terms of career goals and oftentimes suffer from depression. UNDERSTANDING TEENAGERS Before we can truly inspire more reading among youth, it is important to notice how students change as they enter into adolescents. They are experiencing many changes: Physical: Undergoing physiological changes due to puberty. Priorities: Priorities often shift from academic and family centered activities to socialization and friendship-building. Sense of self/ identity: Teens recognize that life is changing and are trying to find their niche in the world. (Whinteybros, 2015) WHY TEENAGERS DONT READ Reasons that teenagers experience a decline or disinterest in reading vary: Comprehension and/or reading difficulty Lack of free-time Diminished support of reading activity Insufficient literature to engage interest WHAT FACTORS ARE CONDUCIVE TO BUILDING TEEN READERS? 1. Support system/network 2. Reading materials that are relevant to their experience 3. Choice 4. Time Supporting Teen Reading Starts at Home: -Teenagers who read in free-time often have parents who model behavior. -Parents are also instrumental in helping teens overcome reading road-blocks and setting reading standards. (City of San Rafael, 2014) IT TAKES A VILLAGE -Supporting reading is a school and community-wide initiative. -Having a social network of readers can inspire other teens to read because it fulfills social needs and the desire to fit in. -Teens especially need a strong school community supporting reading if there is no support at home. (Pool Hesparian, 2014) CREATING TIME -Technology Social Media and Blogs GoodReads Kids/Teens Book Club Discussion Board; the use of Youtube or Google Hangout. - Support from teachers, principals, librarians and coaches (Men Like Tress Walking, 2010) REDEFINING LITERATURE AND GIVING STUDENTS CHOICES MOST STUDENTS PREFER BREVITY WHEN IT COMES TO READING: -MAGAZINES -GRAPHIC NOVELS -ONLINE NEWS FEEDS -GAMING -SHORT STORIES/POEMS -BLOGS PROMOTING TRANSLITERACY TO BOOST READING INCENTIVE AND PROWESS Transliteracy: The ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and films, to digital social networks. (Sue Thomas, 2015) TECHNOLOGY MATTERS Technology makes it more convenient to deliver time, choice and support to teens. -Cellphones and Personal Devices: 78 % teens have cell phones (Vickery, 2014) *Apps: Instagram, Vines *Social Networking Sites: Twitter, Facebook *E-books: Economical and can be accessed via a cell-phone. REINVENTING THE BOOK CLUB -Social networking sites creates social opportunities and fulfill one of the needs of teens -Include transliteracy into Book Club to encourage participation and foster a welcoming, non-judgmental environment. (Ksr Wpengine Netdna-cdn, 2015) WAYS TO MOTIVATE AND CREATE INCENTIVE -Support the struggling reader: build a relationship of trust and an intrinsic rewards system -Make reading a social activity and experience -Use technology to diversify literature and enable unilateral access -Re-think the definition of literature -Create time through asynchronous social networking sites LEADING BY EXAMPLE AND TEACHING GOOD HABITS -Students model behavior -Importance of adults around children and teens to read: *Allows teachers/parents to connect with teens through a shared experience *Reaffirms value of reading (Rich Nigerian Pharmacists, 2015) READING BUILDS CONFIDENCE AND SELF-ESTEEM THAT TRANSLATES INTO OTHER AREAS OF STUDY In a study published in the International Journal of Science in 2014, researchers studied over 600 freshmen students. They used a cross-method process to test the students understanding of science, willingness to ask questions in class, reading comprehension and subsequent success in Science. They found: Students academic achievement was related to their reading comprehension (b 0.33). This had the largest direct effect on academic achievement followed by those already mentioned: self-regulated strategy use and surface approach. Cano, Francisco, Garca, ngela, Berbn A.B. G.& Justicia Fernando. (2014) A COMMUNITY OF YOUNG READERS ADVANCES HUMAN SOCIETY -Establishes a basis for teachers and librarians to develop academic programs that foster crucial life skills for success in a variety of fields -Builds a network of socially-conscientious young people who are self-confident and want to participate in an increasingly global culture -Creates empathetic individuals who are closer to self-awareness and personal satisfaction with their place in the world REFERENCES Anbar, Ada (2004). The Secret of Natural Readers: How Preschool Children Learn to Read New York: Praeger Publishers, Print. Anderson, Richard C., Wilson, Paul T. and Fielding, Linda G. (1988). Reading Research Quarterly Vol. 23, No. 3, Summer, 1988, Print. Cano, Francisco, Garca, ngela, Berbn A.B. G.& Justicia Fernando. (2014). Science Learning: A Path Analysis of its Links with Reading Comprehension, Question-asking in Class and Science Achievement, International Journal of Science Education, 36:10, Print. Clark, Jessica and Aufderheide, Pat (2009). Public Media 2.0: Dynamic, Engaged Publics. Center for American Media, American University. Web. April 20, Retrieved from Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). London: Routledge. Gioia, Dana. (2007). To Read or Not to Read: A Question of National Consequence. Washington, DC: National Endowment for the Arts. REFERENCES CONT. Hobbs, Renee (December 10, 2014). Evolution in Ed Media. Medialab.com. Wordpress. Web. April 21, Retrieved from Houtman, E. (2013, Nov 6). New literacies, learning and libraries: How can frameworks from other fields help us think about the issues? In the Library with the Lead Pipe. Hughes-Hassell, Sandra and Rodge, Pradnya (2007). The leisure reading habits of urban adolescents International Reading Association, pp. 2233. Print. Kaplan, Nancy. (2008). "To Read, Responsibly." Public Library Quarterly 27.3: Library, Information Science & Technology Abstracts with Full Text. Web. 22 Mar Kittle, Penny (2013). Book Love: Developing Depth, Stamina, and Passion in Adolescent Reader Portsmouth NH: Heinmann. Print. Lesesne, Teri S. (2006). Naked Reading: Uncovering What Tweens Need to Become Life-Long Readers Portland, ME: Stenhouse Publishers. Print. Livingstone, Sonia. (2008). "Taking risky opportunities in youthful content creation: teenagers' use of social networking sites for intimacy, privacy and self-expression." New media & society 10.3: McGuinness, Carmen and McGuinness, Geoffrey (1999). Reading Reflex: The Fool-Proof Phono-Graphix Guide for Teaching Your Child to Read New York: Simon and Schuster. Print. Nash, Jennie (2003). Raising a Reader: A Mothers Tale of Desperation and Delight New York: St. Martins Press. Print. References Cont. Thomas, Sue (2015) Tansliteracy. Retrieved from Reading at Risk: A Survey of Literary Reading in America, July 2004; National Endowment for the Arts; Vickery, J. R. ( ). Talk Whenever, Wherever: How the US Mobile Phone Industry Commodifies Talk, Genders Youth Mobile Practices, and Domesticates Surveillance.. Journal of children and media, 8(4), 387. Zickuhr, Kathryn, et al. (2012). "Younger Americans' Reading And Library Habits." Pew Internet & American Life Project: ERIC. Web. 17 Mar REFERENCES (IMAGES) TEEN READING FEATURED [IMAGE] RETRIEVED 4/25/15, FROM: URLTALK THAT [IMAGE] RETRIEVED 4/25/15, FROM: URLCONTENT/UPLOADS/2015/01/TALKTHAT-300X238.JPG PUZZLE PEOPLE [IMAGE] RETRIEVED 4/25/15, FROM:PUZZLE/PUZZLEATIONS-FOUR-COLOR-PEOPLE-PUZZLE-PIECES FAMILY STORY TIME [IMAGE] RETRIEVED 4/25/15, FROM:ORG/ASSETS/ LIBRARY/CHILDRENS+PHOTOS/FAMILY+STORYTIME. BMP EHB [IMAGE] RETRIEVED 4/25/15, FROM:_CH1_PAGE_3-1.PNG/433PX-EHB_CH1_PAGE_3-1.PNG THE VILLAGE CLOCKMAKER [IMAGE] RETRIEVED 4/25/14, FROM: HTTPS://MENLIKETREESWALKING. FILES.WORDPRESS.COM/2010/02/ABBOTT_FULLER_GRAVES_- _THE_VILLAGE_CLOCKMAKER1.JPG 986 [IMAGE] RETRIEVED 4/25/15, FROM:CONTENT/UPLOADS/2015/02/ X325.PNG FOLLOW THE LEADER [IMAGE] RETRIEVED 4/25/15, FROM:TS.COM/WP-CONTENT/UPLOADS/2015/01/FOLLOW-THE-LEADER- 300X300.JPG