I think the word diversity often brings to peoples’ minds race or gender. When I think of the media center at my school in particular I think mostly about gender since our students are predominantly the same race. We worry about losing our male readers as they get into the upper grades (3-5). One thing that has helped (and I’m sure many would disagree, but it’s helped at my school) is Accelerated Reader. We have a contest between grade levels, classes and boys and girls. Because of their competitive nature, many of the boys will read because they don’t want the girls to win (the underlying results is increased reading by our boys).
Supporting and encouraging diversity through the media center means that one must have a open mind towards all students, even those that look differently, learn differently, sound differently, even act differently. Serving the needs of all students should be the ultimate goal of schools including the media center. Providing materials that appeal to a diverse audience and taking a few moments to invite these different groups into the media center would be a great way to support and encourage diversity. Our media specialist does a great job in working with our student that speaks different languages. While I have not seen her use technology with this group she always tries to find books in their native tongues. She encourages their parents to come and visit the media center as well. As our populations become more diverse by race, gender, special needs and other, we must provide support to all groups that are served by our media centers.
Wednesday, November 25, 2009
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Rhonda -- I agree with you when I think of diversity I think about what interest those male readers. I know that if I can find my son a good author he will read every book that the author writes. I feel that is how the love of reading gets instilled in our hearts.
ReplyDeleteOf course, I always think about special education since I am in that field.I am constantly trying to find new ways to reach those students.
I think as a media specialist you have to try to cover all angles of diversity especially since as you mentioned our population is so diverse in so many areas. This places a "big set of shoes" on the media specialist.
In our school we have a technology specialist who also works with the media specialist. This really helps to meet some diversity when two great people with different perspectives work on projects.
It is so important to keep boys hooked on reading through the 4th-8th grade years. Although I enjoy "girlie" books I try to always read a few of the boy books each year so that I can make good suggestions. Right now my boys are loving the Baseball Card Adventure books by Dan Gutman and anything by Will Hobbs. I am also doing a features section each month on one of the front bookcases in the media center. At the beginning of school we featured Sports Reads and for October we featured Scary Books. Having those books up front were the boys didn't have to search through the shelves really helped a lot.
ReplyDeleteYou bring up a great point about bringing different groups of people into the media center. There are certain "types" of people that will probably never step foot in the media center on their own. I think it is our job as a media specialist to reach out to all of these diverse groups and make them aware of what is available to them. It may be bringing in low level classes and pointing out books that they would enjoy (and be able to read), or bringing in ESL students and making them aware of books in their native tongue. I think a lot of these students have an opinion that there isn't anything for them in the library, but there is, and we need to let them know that!
ReplyDeleteI appreciate your comments on how Accelerated Reader has helped your students. We have had a similar experience at my school. I think it is important to recognize that people are different and have different strengths. Good motivators are appropriate and necessary at times. Sometimes it seems as though we are so eager to incorporate the word divisity because it is politically correct. I hope when we do this we keep in mind that students have individual needs that have nothing to do with gender, race, or culture. As media specialists we must recognize the needs that different races, cultures, etc create. In doing this, we must not loose site of the fact that all students have a need to learn and that we can be the catalyst to help them learn by having a diverse and well thought out collection.
ReplyDeleteThank you for your post Rhonda. I think your media specialist sounds great, especially the part about working with ELL students and encouraging parents to come to the media center. It sounds to me as if she tries to really reach out.
ReplyDeleteI also couldn't agree with you more when you say, "Supporting and encouraging diversity through the media center means that one must have a open mind towards all students, even those that look differently, learn differently, sound differently, even act differently. Serving the needs of all students should be the ultimate goal of schools including the media center."
I appreciate that mindset. I wish everyone had it, although I must say most everyone I have met either at UWG or through work seems positive toward students with diverse needs. I have one of those children who looks completely normal on the outside and is until something triggers a 5-alarm meltdown. Outside of a school setting, some of the looks and comments I've gotten have made me bawl my eyes out in public because I've been too shocked to respond when people are flat-out rude to me. AR has actually been a Godsend around here because from the time he started reading, we started letting him take tests. We also put a book in his hand everywhere we go. If he's feeling out of control, he goes off to a quiet place to read, even at the mall (no, not by himself in case you were wondering). If he's bored, we make sure he brings two books with him.
It all started one day at the Mirror Lake media center. The SLMS started talking about all their incentives, and Justin made up his mind he wanted to be able to earn prizes too. He wanted his picture on the wall among other things. In kindergarten, there were only three students who were doing the program at the beginning of the year, but it really took off second semester. Justin motivated himself to read, and it really helped his reading skills from a young age. As a result, this kid absolutely loves to read. He reads every day, and fortunately he truly enjoys school, especially when he is staying out of trouble. His vocabulary has grown exponentially since Pre-K. He can't spell the words he uses when he writes stories, but he uses them in conversation correctly, something I attribute to reading. Now he's in second grade, he reads even at times when there is no dangling carrot. He's not the AR point leader because mean media mom (that's me) makes him read chapter books rather than rack up points at lower reading levels. Still, he doesn't stress out over it. I think he's rather confident, in fact. He has more than enough, and that's all any mother can expect and then some.
The critics of AR cite extrinsic motivation and teachers grading AR as reasons why the reading incentive program is detrimental to students' psyche. But sometimes, especially with boys, it takes a prize to kick start their intrinsic motivation. For us, AR worked exactly as it is suppose to. It got my son interested in reading, and he eventually found the motivation within himself.
I feel that if you start them young, they will be motivated by third grade. However, when that's not possible, you have to start somewhere, and it's never to late to develop a lifelong love of reading.
Rhonda,
ReplyDeleteYou are correct about diversity including boys and girls. I also like the fact you point out the diversity between boys and girls in reading. If I ever go for my doctorate, my dissertation will be about boys and reading. I love the idea of having contest between boys and girls in AR. Diversity also includes readers and non-readers. I always tell the non-readers (who are forced to come to the media center with their class )it is not that you hate to read, but that you haven't found what you LIKE to read. My middle son is a prime example. He hates to read. But after watching the movie, Twilight, he came home & read the book. He then rest the other 3. He still doesn't read like my oldest son or me, but he is reading more. I believe this is one of the keys to getting students to read; however, I worry that I will not be able to reach students who are non-readers. They tend to not come into the media center unless forced which does not give me much opportunity to talk with them. I would love any suggestions on how to reach them or bring them into the media center on their own. I would also love ideas on lessons, discussions, games etc. to peak their interest once they venture in.
Your parenthetical comment about AR is interesting to me. No doubt AR is a valuable tool to promote reading in elementary and middle grade readers; otherwise it would not continue to be as widely used as it is. I'm curious about how your school measures progress. I would imagine point totals. Our district is going through some upheaval where this issue is concerned. We've been instructed to on longer measure achievement in this program by points acquired but rather by percentage of individual goal met. I like the way you tied this into the topic of diversity. That's something I hadn't thought about. I enjoyed reading the comments of others who have seen how the AR program can pull in reluctant readers or students who do not follow the norm.
ReplyDeleteI think that we must consider, also, that within our diverse learning communities some students that will never be avid readers of novels. From my experience with AR, the majority of the books and even more of the books are purchased are fictional novels. Very few of my boys enjoy the fictional novels. Secondly, if we are using AR as the only gauge for progress and growth, then we are doing a great disservice to many learners. Finally, this brings up the concern that we are not meeting the diverse needs of all students.
ReplyDeleteI love the AR program for students that enjoy reading. They will go to the media center and check out 2 of their 3 books for AR points, and this is great! Again, what about my boys that want to read about skateboards, snakes and hurricanes? For the sake of competition, do we discourage what they are truly interested in reading? No, of course not. But, we must find a way to keep them reading.
I teach reading and struggle with 2 gender-based boys’ classes. I can relate to the special education teachers who feel like they are constantly pulling tricks out the hat. My students range in age from 11-15 (yes, in one class!). We visit the media center every two weeks for check out and pleasure reading. I am all over the place with my boys trying to find books that interest them. One of my secret weapons is audio books. I allow my boys to tell me what they want to read as a group and i purchase the audio to accompany. It works....most days!
Reaching all students based on the many facets of the word "diversity" is a goal that every educator would love to reach and hopefully with the use of technology those gaps and boundaries can become smaller. I find that with the technology already available we have the opportunity to teach cultural knowledge which leads to character development. Often times students judge others or even characters that they are reading about without truely knowing the background, but technology can bridge those gaps and teachers or media specialists should take those special opportunities to stop lessons to teach a new lesson in helping students to have a better understanding of what is is to be diferent.
ReplyDeleteI'm with you when you state "We worry about losing our male readers as they get into the upper grades (3-5). One thing that has helped (and I’m sure many would disagree, but it’s helped at my school) is Accelerated Reader." This has so worked at our school and with my own son as well. We had a guitar hero "rock off" for those who met their yearly reading goals last year. You would not believe the amount of reluctant boy readers who soon became interested again....my own son included. Sometimes it takes that little extra something to keep them going...we have to figure out which buttons to push and keep pushing...
ReplyDeleteIt is so interesting to me that boys vs. girls can be considered a diversity! I had never thought about that before. The races at the schools where I sub are all over the map, and students don't even seem to notice skin color anymore. But boys vs. girls...? I have boy/girl twins and it is true my daughter read so early and so avidly until it was apparent she was not comprehending what she was reading. AR was not yet in place so I agree that AR helps with checking reading comprehension...for those who read. My son, however, didn't read until late, when he found out he could read about his favorite sports heroes!!!! And a competition would have certainly motivated him! Something he LIKED to read like Traci suggested and a competition to boot! And the idea of a "rock off" that Teresa suggested is superb! What great ideas! But, I agree with Nigel (Heather) who suggests that getting boys interested in fiction is difficult. And what about boys who are not competitive? I think the key is finding something...anything...that interests them enough to want to read about it. I have also noticed that those with different learning styles, or those who have some difficulties will shrug reading off as something they are not interested in simply because it is difficult for them. Watching for signs of this and seeking out extra assistance for them may help direct these students to material appropriate for them. I also like the idea of reading as a group and using the audio to go along with. Hopefully some trick or intervention somewhere will get students who don't enjoy reading to turn the corner. Tough gig, but if we can just help one child's life...
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