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E-raamat: Reading Engagement for Tweens and Teens: What Would Make Them Read More?

  • Formaat: 192 pages
  • Ilmumisaeg: 01-Dec-2018
  • Kirjastus: Libraries Unlimited Inc
  • Keel: eng
  • ISBN-13: 9781440867996
  • Formaat - EPUB+DRM
  • Hind: 50,31 €*
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  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
  • Formaat: 192 pages
  • Ilmumisaeg: 01-Dec-2018
  • Kirjastus: Libraries Unlimited Inc
  • Keel: eng
  • ISBN-13: 9781440867996

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Identifies evidence-backed and easy-to-implement strategies for encouraging young people to read, and helps you to position your library as an indispensable resource for supporting reading.

While most reading research focuses on young children, this book looks at how to support reading beyond the early years and into adulthood. Reporting on strong, peer-reviewed research supported by sound theoretical and methodological approaches, it emphasizes the practical implications of these findings, sharing what this means for you in terms of how you can be a powerful positive reading model and influence in young people's lives.

Enriched with the voices of today's young people, the book includes quotes that allow readers to decide how to support reading engagement for tweens and teens based on what would make them read more, as expressed in their own words. Engaging and readable, it will be of interest to school and public librarians and can be shared with teachers, parents, and other literacy instructors and advocates.

Arvustused

A solid, evidence-based look at why reading engagement is crucial and how teens and tweens can become lifelong readers. * School Library Journal *

Muu info

Identifies evidence-backed and easy-to-implement strategies for encouraging young people to read, and helps you to position your library as an indispensable resource for supporting reading.
Acknowledgments ix
Introduction xi
1 Why Is Book Reading (Still) Important?
1(22)
Attitudes and Achievement
2(2)
Reading and Literacy Benefits
4(3)
Is There a Target?
7(1)
Literacy, Opportunity, and Testing
8(4)
The Problem with "Read Anything"
12(1)
Fiction and Empathy
13(3)
Why Do Readers Read, and How Can This Knowledge Shape Our Reading Support Role?
16(3)
Reading for Pleasure and Leveling the Playing Field
19(4)
2 From Learning to Read to Reading to Learn: Why Does Reading for Pleasure Fall by the Wayside?
23(12)
Expired Expectations
25(2)
Balancing Expectations and Encouragement
27(2)
The Orphaned Responsibility
29(2)
Reasons for Teens' Reading Infrequency
31(4)
3 Are Books Really Uncool?
35(18)
Evolving Coolness?
38(1)
More on Talking about Books
39(3)
Using Film Adaptations to Increase the Coolness and Accessibility of Books
42(2)
Where It Works
44(3)
Where It Does Not Work
47(3)
The Chicken or the Egg?
50(3)
4 Myths about Boys, and Why They Get Oxygen
53(6)
Why the Gap in Reading Engagement?
54(1)
Do Boys Prefer Nonfiction?
54(2)
Are Female Educators and Mothers Ineffectual with Boys?
56(3)
5 Powerful Parents
59(18)
Providing Encouragement through Shared Social Practice
61(2)
Modeling
63(3)
Providing Access
66(2)
Reading Aloud
68(5)
Five Tips to Help Parents Make the Most of Reading Aloud to Their Children
73(4)
6 The Myth of the e-Book-Loving Digital Natives
77(10)
Are They Reading on Screens?
81(2)
Does Gender Make a Difference?
83(1)
Is It Time to Embrace the Bookless Library?
84(1)
Are They Talking about Books Online?
85(1)
A Final Comment
86(1)
7 What Would Make Young People Read More Books?
87(18)
Strategies for Choice
89(3)
Access to Books
92(1)
Time Availability
93(2)
Time Allocation
95(2)
Concentration and Multitasking
97(2)
Encouragement
99(1)
Skill Deficit and Challenge
100(1)
Broadening the Reading of Series Adherents
101(4)
8 Reading Is for Pleasure, Not Just Testing
105(16)
Modeling, Reading Aloud, and Excitement about Books and Reading
107(4)
Wide Reading, Discussion, and Teacher Recommendations
111(3)
Silent Reading and Opportunity
114(3)
More on Reading for Testing
117(1)
Best Practice
118(3)
9 Libraries, Reading Spaces, and Choices
121(10)
Competition for Space for Reading
121(1)
Libraries Resourcing Young People's Reading
122(1)
The Quality of Collections
123(1)
Peace and Quiet?
123(2)
When a Library Is a Learning Hub
125(1)
The Need to Delve Deeper into School Library Research
125(3)
How Do Teacher Librarians Support Literacy and Literature Skill Development?
128(1)
Exploring the Teacher-Teacher Librarian Collaboration
129(2)
10 Final Thoughts
131(6)
Research Rigor
131(2)
Self-Report and School-Based Research
133(1)
Focus on Will, Not Skill
134(1)
Recommendation for Further Reading: Low-Literacy and Disadvantaged Parents
134(1)
Where to Next?
135(2)
Appendix: Research Projects
137(6)
2012 Western Australian Study in Adolescent Book Reading (WASABR)
137(1)
2015 International Study of Avid Book Readers (ISABR)
138(1)
2016 Western Australian Study in Children's Book Reading (WASCBR)
139(1)
2016 Teen Reading in the Digital Era
139(1)
2016 Western Australian Study in Reading Aloud (WASRA)
140(1)
2018--2019 Teacher Librarians as Literature and Literacy Advocates in Schools (TLLLAS)
140(3)
References 143(22)
Index 165
Margaret K. Merga, PhD, is a senior lecturer at Edith Cowan University, in Western Australia. She has conducted six substantial research projects that explore social influences on reading engagement from the early years to adulthood.