While I do teach one class of Senior English and one class of AP Capstone Seminar, the majority of my job is actually as the Teacher Librarian in our Senior School (Grades 6-12). As a Teacher Librarian, I spend a lot of time focusing on Reader’s Advisory as students stop by the library looking for a book to read.
Reader’s Advisory can take some time and is often about asking the right questions. While some students come to the library with a clear picture of what they want to read, more often than not, students have a vague notion of what they are looking for or have no idea at all. Sometimes when students enter the library they have a clear goal in mind, but more often I come across students mindlessly wandering the shelves because they want a book (or have been told they have to get a book), but really have no clue what they are looking for. These students may be in a reading rut and nothing is inspiring them. When I encounter these students, I always start with questions such as: what is the last thing you read that you really enjoyed? What did you like about that book? What didn’t you like about the book? Sometimes the questioning period is short and I have just the right book for the student, but sometimes the process can take much longer with every suggestion I give being turned down. While my role in Reader’s Advisory can be an important one, often the best advisors when it comes to helping students find their next great read is not me, rather it is their peers. While it is important that we as teachers and librarians are reading the books our students are reading and while it is important that we are able to recommend books to students, it is also equally as important that we are creating a culture of reading in our libraries and in our classrooms where our students are sharing the books they love with their peers and where they are engaging in Reader’s Advisory by recommending books to each other.
To read some more great ideas about creating a culture of reading in your school and your classroom, check out Melissa Sethna’s post on the first steps you can take in transforming a culture.
While some of the best Reader’s Advisory between students happens in the casual conversations in the library or in the classroom or in the excited moments when a student just has to share this amazing book he or she has been reading, technology can also help us extend our reading culture beyond the walls of the classroom and the school itself. At our school, we have been using technology in an exciting way to help extend the conversations around books beyond the school walls.
Over the past few years, our English department has been using Biblionasium and Goodreads to broaden our reading community and to help our students engage in discussions about reading and to connect to Reader’s Advisory moments in larger communities.
With our Grades 6 and 7 students, we have introduced Biblionasium. Biblionasium is a free social book sharing platform for younger students (there is a paid version, but the only real added feature to this version is that it allows you to link your Biblionasium class with your library catalogue). It allows teachers to create online reading communities. At our school, our Grade 6 and 7 students all belong to our online Biblionasium community that has been set up by their English teachers and by myself. On Biblionasium, students can log the books they have read by placing them on their own virtual bookshelves, can write reviews of these books, can place books on the group’s virtual book shelf to allow other students to see them, and they can also recommend books to other students. As well, the teachers in the group can send book recommendations to the whole class or to specific students. Because it is a program designed for elementary students, Biblionasium confines students to the class that was set up by the teachers and students can not interact with other users on the site. This allows students to engage with their classmates in their Biblionasium group, but does not open them up to a larger community of strangers.
With our Grades 8-12 students, we have moved from Biblionasium to Goodreads, another free platform. While many teachers use Goodreads for their own reading, they may not realize that is also allows you to create groups that you can use in your classes. It is this feature we use with our students. We have created a private group for our Grades 8-12 students and for teachers at our school. Much like the Biblionasium group, this group is a place for our students to place the books they have read on their shelves, to share books on the group shelves, to recommend books to each other and to write reviews. The group itself if private, which means only our students and teachers can access it and our shared bookshelves. Unlike Biblionasium, however, the reviews that the students write on Goodreads are visible to the larger Goodreads community. While this may not be ideal for younger students, for our older students it has extended their Reader’s Advisory community in many profound ways. When they write book reviews for the Goodreads community, they are contributing to a larger global discussion about books and when they are looking for book recommendations, they can tap into the reviews and suggestions of a huge community of passionate readers. This not only gives them the experience of writing for a real audience, and access to many amazing mentor texts for book reviews written by other people in the Goodreads community, it also gives them membership into a vast group of people who love to talk about books. This year one of my Grade 11 students discovered that Emma Watson, her favourite actress, is extremely active on Goodreads and, in fact, runs her own feminist book club through the site. My student quickly joined this club and was soon reading her way through Emma’s reading list and engaging in amazing online conversations with other members of Emma Watson’s book club. She was soon bringing these conversations into the classroom and quickly had a whole crew of students – male and female- avidly reading Emma Watson’s recommended books and debating them every chance they could get. I tell you, there is nothing as exciting as walking into a classroom full of students planning their Alias Grace Netflix binge watching session because they just finished reading the book with Emma Watson’s bookclub and they need to watch the Netflix series to see if it did it the book justice in order to join in on the conversation going on in the Goodreads group on this very topic.
Using technology to extend the classroom reading community can have some challenges and does require a certain amount of work with students in regards to interacting with others in the digital environment. The use of technology through reading community sites like Biblionasium and Goodreads can be a powerful way to have students extend their reading community, explore new books and recommended reads, and share their recommendations and critiques with a larger community.
Pam McMartin is a Senior English Teacher, English Department Head and Senior School Teacher Librarian in Tsawwassen BC, Canada. She is also addicted to Goodreads and spends decidedly too much time stalking people’s virtual bookshelves in search of her next great read. She is always looking to expand her Goodreads family, so feel free to add her as a friend. Besides on Goodreads, you can follow her thoughts on Twitter at @psmcmartin.
Tagged: Book Clubs, technology
I love using Goodreads with my 8th graders. It is a wonderfully visual record of the students’ reading. When we can’t think of the name of a book, we pull up the bookshelf to find it, We can also make a recommendation to a friend looking for a new read. Full color, well-organized, much better than a reading log, and fun to look through and compare at the end of a year of reading.
I agree. We have been using it for years and it has been an amazing extension of our reading community!
Thanks for giving my post some love :). I need to get another one out there soon.
It was a great post! I would love to read more of your thoughts.