32 percent. That is the number of students ages 15-17 that say they don’t read during the summer according to Education Weekly (Jones). Of those teens who do read, they average two. Why? Distractions and lack of access to relevant and diverse reading materials during the summer months. While I didn’t have the concrete proof of statistics that indicate teens weren’t reading over the summer, I knew in my heart this was true. The good news, 53 percent of youth readers from ages 6-17 state that they get the majority of their reading materials from the school library (Scholastic). This speaks volumes about the importance of school libraries and their roles in preventing the “summer slide” even at the high school level. My goals through our summer reading/learning program is to encourage students to continue to increase their literacy skills by providing them with diverse, relevant and high interest materials over the summer. Not an easy task with a shrinking budget and a lack of a diverse culture at our school. However, due to the generosity of the Dollar General Literacy Foundation and YASLA Summer Learning Resources Grant that I was able to provide my students with access to a diverse and relevant summer reading program that provided each of them with a book to take home and read over the summer.
As a high school librarian in Barre, Vermont, a socio-economically struggling school, I see everyday the decrease in student engagement surrounding the various literacy initiatives meant to decrease the achievement gap. One of my biggest frustrations has been how to reach all students and help them to expand their summer reading and learning opportunities despite their own personal challenges in, and out of school. As a former History teacher, I recognized early in my career the importance of including multiple voices in the study of history. It is through this lens that I evaluated our school library collection and our summer reading program. What I found was a program that was started with good intentions, but lacked student voice, relevant selections, and was more adult focused than student focused. By working with my teen advisory group and the English Department, we revamped our program and included a variety of voices meant to reach as many teens as possible.
I love my student library advisory. While they are typical teens and not always focused on the task at hand, they were instrumental in developing the summer reading collection to include a variety of choices. Though our student body is majority white, we do have students of color and many LGBTQ students whose experiences need to be validated. My student advisory researched online, asked their friends and even looked over my professional magazines in order to identify various books that they felt best expressed the diversified experiences and populations found in our school. I also put up a white board asking for suggestions in the library. Student input was invaluable in building momentum for the summer reading program this year. By allowing my teens to identify and suggest books, we created a summer reading collection that is diverse and encouraged even struggling readers to find a book of their choice. Surprisingly, one of the most popular selections for our struggling readers was the non-fiction book Boots on the Ground: America’s War in Vietnam by Elizabeth Partridge. It proved that given a book based on interest, even the most reluctant readers can become excited by a book.
As James Patterson is noted as saying, “There is no such thing as a kid who hates reading. There are kids who love reading, and kids who are reading the wrong books.”
While the jury is out on whether students will actually read the books we selected this year, I am hopeful that when our school wide book discussion activity occurs in September, more students will be ready to participate and be excited by their choice.
Because of YASLA’s Summer Learning Resource Grant, I am able to provide our students here at Spaulding High School with a relevant, diverse collection of summer reading materials to choose from that not only encouraged enthusiasm for our program, but allowed student choice to increase engagement.
Additional Resources:
Jones, S. (2019, May 08). Students Increasingly Are Not Reading Over the Summer, Poll Finds. Retrieved August 13, 2019, from https://blogs.edweek.org/edweek/curriculum/2019/05/student_increasingly_do_not_re.html
Miller, D. (2019, June 17). If Kids Can’t Read What They Want in the Summer, When Can They?: Opinion. Retrieved August 12, 2019, from
https://www.slj.com/?detailStory=if-kids-cant-read-what-they-want-in-the-Summer-when-can-they
KIDS & FAMILY READING REPORT. (2019). Retrieved August 14, 2019, from https://www.scholastic.com/readingreport/summer.html
https://www.slj.com/?detailStory=if-kids-cant-read-what-they-want-in-the-Summer-when-can-they
Christine Smith is a high school librarian in Barre, Vermont.
In mid-November I had the opportunity to attend the