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Building Engaged Readers

Library Strategies to Promote Student's Reading Motivation

Anais Avila

on 14 July 2013

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Transcript of Building Engaged Readers

Building Engaged Readers
Library Strategies to Promote Students' Reading Motivation
by Anais Avila

The circulation statistics of the school have shown that students in upper grade levels are not reading as often as students in lower grade levels.

Authors have stated that reading is directly related to motivation."Motivation, in particular, was designated as being as integral to reading instruction as skill building. In poll after poll, teachers voiced the notion that motivating students was their top priority" (Colker, 1997).

The library will address such issues in order to create strategies to promote reading motivation among the students. With the aim of building lifelong readers around the foundations of literacy and love for books.
The Problem

2/23/2012 @ 11:33am Patron Circulation Statistics Page 1
Student Monthly Yearly Last Year Total Patrons
PKA 32/ 5% 205/ 3% 0/ 0% 205/ 0% 16
PKB 20/ 3% 209/ 3% 19/ 0% 228/ 0% 18
KA 43/ 6% 233/ 4% 262/ 3% 553/ 1% 21
KB 23/ 3% 218/ 3% 279/ 3% 545/ 1% 26
1A 22/ 3% 283/ 4% 251/ 3% 756/ 1% 25
1B 17/ 3% 289/ 4% 241/ 2% 766/ 1% 22
2A 49/ 7% 514/ 8% 430/ 4% 1356/ 2% 22
2B 42/ 6% 525/ 8% 335/ 3% 1268/ 2% 20
3A 44/ 6% 368/ 6% 671/ 7% 2044/ 3% 22
3B 45/ 7% 384/ 6% 674/ 7% 1700/ 2% 18
4A 97/ 14% 568/ 9% 536/ 5% 2112/ 3% 19
4B 69/ 10% 409/ 6% 491/ 5% 1854/ 3% 19
4C 29/ 4% 385/ 6% 576/ 6% 2243/ 3% 18
5A 25/ 4% 273/ 4% 493/ 5% 2766/ 4% 23
5B 38/ 6% 327/ 5% 661/ 7% 3814/ 5% 24
6 2/ 0% 17/ 0% 706/ 7% 8254/ 12% 60
7 2/ 0% 57/ 1% 73/ 1% 5501/ 8% 50
8 0/ 0% 0/ 0% 62/ 1% 1251/ 2% 23
9 2/ 0% 16/ 0% 53/ 1% 4400/ 6% 30
10 1/ 0% 9/ 0% 29/ 0% 3376/ 5% 41
11 1/ 0% 10/ 0% 44/ 0% 2528/ 4% 42
12 0/ 0% 8/ 0% 49/ 0% 3575/ 5% 27
Total Statistics 678 6556 9971 70078 841
"Literacy not only involves competency in reading and writing, but goes beyond this to include the critical and effective use of these in peoples' lives, and the use of language (oral and written) for all purposes." The Literacy Development Council of Newfoundland and Labrador.
Engaged Reader:
"An engaged reader is one who reads for different purposes, builds knowledge to construct new learnings, and participates in meaningful social interactions around reading." (Colker, 1997)
Extrinsic Motivation:
"Extrinsic motivations has been associate with surface strategies that foster the completions of a task, but without any understanding or enjoyment ". (Guthrie & Wigfield, 2000).
Intrinsic Motivation
: "Intrinsic motivation refers to students who read for a purpose or for personal reasons." (Wigfield & Guthrie, 1997).
Reading Motivation:
"Reading motivation is the individual’s personal goals,
values, and beliefs with regard to the topics, processes, and outcomes of reading.” (Guthrie & Wigfield, 2000)
Key Definitions
Components of Reading Motivation
One of the factors that influence reading motivation for students is the ability of judging his or her own capacities for a particular task. This belief in their own skills and competence is defined by Bandura (1997) as self-efficacy. The level of self-efficacy in students will determine how challenging the task set will be .

Regarding reading, a high self-efficacy level might allow students to choose a variety of books, that could be above their reading level and books with unfamiliar vocabulary.
Self- Efficacy
Student's interest may play a key role in reading motivation as well. The curiosity in learning more about a particular topic will bring students closer to books.

In fact, authors like Laura Colker (1997) manifest that students who are interested in materials can comprehend them better than children with similar skills but lower interest. Just because students take more time to grasp and appreciate the meaning of a story they like.
Reading challenge is defined as the "satisfaction a reader gets from mastering a complex text." Colker, (1997). The students set their challenge at the time their selecting, touching, reading the review and skimming a book. An appropiate challenge for a student will vary on their self-efficacy and interests.
Reading Challenge
When it comes to selecting the right book, readers may think of it as choosing what to eat, drink, wear or what music to listen to. It's a personal choice. And although extrinsic motivation, such as rewards and prizes may come in handy, it's all about the students' willingness, curiosity and interest.

Therefore, teachers and librarians may only consider the role of motivation at this stage and provide a more appropiate environment to encourage students to be in contact with the different components for motivation to take over, be engaged and eventually become lifelong readers.
The Role of Motivation in Reading
Suggested Strategies to Build Engaged Students
Interest survey: Get to know the students' interests at any grade level.

Teacher modeling: It is suggested that teacher's personal recommendations, suggestions and interests are very much appreciated by students.

Read aloud: Nothing better than listen to an extract of a story to get hooked.

Book talks: Events like book talks may awake a curiosity on students.

Introduce and recommend new books: New books are always being published, don't stop recommending them.

Relaxing reading: Allow the use of more conventional types of reading such as magazines or comics.
How Can I Make My Library More Interesting?
A school library is one of the first places where kids come in contact with books and stories. It is the librarian's duty to make this experience as pleasant as possible.

Reading motivation is what drive students to become lifelong readers. Its extrinsic nature provides a challenge for teachers and librarians to reach students and encourage them to read.

Students' self-efficacy, interests and reading challenge are the components that form the decision of selecting, reading and finishing a book.

Librarians may access a variety of strategies to motivate students to become engaged readers.

In the end, it's all up to the student. But we can sure help.
Final Thoughts
Colker, L.J. " When Children Read Because They Want to, Not Because They Have To." Reading is Fundamental, Inc. 2007.

Wigfield, A., & Guthrie, J. T. Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 1997.

Wigfield, A. Facilitating children’s reading motivation. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation. NY: Guilford Press, 2000

Table 1
Patron Circulation Statistics
Stirring Up Students' Curiosity
Weekly Recommendations
Full transcript