Amy

Posted on 6/04/09

See my response to the previous post.

Kids are in the public library searching for an AR book because they HAVE
TO GET POINTS FOR SCHOOL. Yes, some kids are still coming in to find
books for pleasure, but that group seems to get smaller every year - and
our circulation figure certainly prove this.

I think your point is "the connection they make with the book is the
key". I AGREE! Isn't that why we all do what we do? But the AR program
is SIMPLY NOT NECESSARY to enable children read and connect with books.

Good teachers hoping to encourage reading require students to select ANY
book that interests them. Then evaluation to determine "connection" made
can be done in a variety of ways, if necessary. Yes, I really do
understand that you all are constantly forced into standardized testing
by outside forces.

Based on my information literacy criteria, here is what I'd like to see:

Child comes into public library wanting to find books about dinosaurs
because that is a subject that interests them.

Child finds book by asking librarian or by using the catalog or by
browsing the shelves or by using a search engine.

Child selects book based on their own interests and personal reading
level. Whether or not it is 32 pages long or 400 pages long is
irrelevant. Whether or not it is fiction or non-fiction is only relevant
if the child is writing a research paper.

Child is able to evaluate book on a higher level than whether or not they
liked it. Did it answer their questions fully? Did it engage their
interest and make them want to learn more? Did they identify with a
particular character? If it was a non-fiction book, did the author
provide proofs for their statements? And etc.

Child goes on to read more - in any format, on any subject.

As opposed to the AR model:

Child comes into the public library because they need more AR points.
They have to read something at the 4.2 level.

Child selects book because it is listed in the AR test manual provided to
the public library by the school media specialist.

Child reads and takes test at school.

Child tells public librarian that he/she does not like to read.

That's reality, folks!

>>
>> If you give a mouse a
>>> cookie...
>>
>>
>> If you give a child a book (without a test attached), see the child
>> ask for another book!
>>
>> The librarian has stated the effects of AR and it's point-driven
>> agenda. I've experienced numerous students searching for a book in
>> the library and the only selection criteria they are interested in
>> is the AR level and point value. Their own reading interests or
>> preferences aren't even condsiderations. That is sad. And we wonder
>> why many students aren't passionate, critical readers. AR has
>> transformed them into robotic, surface level readers.
>
> I disagree. Lets see, if you win a Sport, you get a Trophy/Ring. If
> you win a spelling bee you get a Trophy. In track and field you get
> ribbons for 1st, 2nd, 3rd place. Does your same stace still hold true
> for these reward programs too? I guess I will choose to play football
> over band as I get a reward if we win? Or I will enter the Spelling
> Bee Contest to win a trophy? But I suppose, I don't learn anything
> along the way since all I care about is the trophy.
>
> Are you suggesting because of the "rewards that points lead to", kids
> don't actually have a joy for reading? Reading is the reward! Sure,
> some care about points or levels when CHOOSING a book. But along the
> way they may learn a thing or two about a topic or a author/story that
> they enjoy as well. The connection they make with the book is the
> key, not the searching mechanics to get them there. How can AR be the
> issue if kids are in the livrary looking for a AR book? They could be
> at home playing video games or getting into trouble. I guess if AR
> had a quiz for every book in your library that your story about AR may
> be different? AR seems like a motivational tool that in the end they
> can show their parents how good they did. I see nothing robotic about
> that.
>
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