The reading patterns and habits of young and old are changing as reading migrates from the printed page to the computer screen. Now, new forms of expression such as remixes and mash-ups are emerging from interactive digital environments. How can school librarians help students read with understanding in dynamic digital environments? How can they…

When the National Endowment for the Arts released its "Reading at Risk: A Survey of Literary Reading in America" this past summer, marshaling statistics gathered over a 10-year period, the report confirmed what many educators, librarians, and booksellers have long suspected: that our energies are increasingly focused elsewhere, and that the shift…

Examines reluctant readers, or aliterates, and identifies three distinct types: dormant, uncommitted, and unmotivated. Habits and attitudes of literate, aliterate, and illiterate students are presented, including enjoyment of reading, primary cognitive responses, and feelings about other readers. (LRW)

Evidence suggests that media tie-in paperbacks are good motivation tools for increasing literacy. Librarians should take advantage of the positive opportunities paperbacks offer to encourage young adults to form good reading habits. Suggestions are offered on how librarians can influence publishers in providing books that children can and want to…

Discusses the issue of capable high school students who are excellent readers but don't read outside of school assignments. Suggests that the school librarian's role in solving this problem is to provide a variety of reading materials and to encourage reading both in the library and in the school program. (BK)

Examines two computer-based reading management programs that have been adopted in thousands of schools around the country, sparking ongoing controversies--Accelerated Reader and Reading Counts. Discusses school librarians' attitudes toward the programs; differences between the programs; costs; questions regarding long-term gains in reading…

Proposes a cross-cultural study of the working relationships of all who are involved with children and their books which have a direct bearing on where the field of children's literature began and where it is going. Traces the author's early experiences with children's literature and highlights a few children's titles. (AEF)

This study collected data via a three-page questionnaire administered to active readers 8 to 12 years old and half-hour taped interviews. Questionnaire findings (general information, interests, recent reading, information network), interview findings (book experience, reading taste, libraries, help in reading material selection, lists, reviews,…

Describes a project in which quantities of books were transported to 53 participating classrooms in 9 elementary schools. The discussion covers reasons for initiating the project, community involvement in the project, preparation and reading material selection, classroom activities, and plans for expansion. A list of students' favorite books is…

Discusses the ability of books to transmit nourishment to the mind and spirit, the importance of fostering reading skills and habits in young children, and the danger of subordinating language and books to inert machinery in education. The roles of parents, schools, libraries and society as a whole are explored. (CLB)

Discusses ways to help motivate reluctant readers. Topics include early reading experiences of aliterate readers; the value of reading-related activities like book clubs and reading clubs; other activities that motivate and/or discourage readers; the role of parents, teachers, and librarians; and narrowing choices to make book selection easier.…

Discusses the need for children to go beyond literacy to become lifelong readers. Highlights include the reading process; reading instruction; and the role of the librarian, including reading books aloud, allowing children to choose their own books, book discussion groups, teaching different purposes of reading, and author studies. (LRW)

Suggests that the real power of the childhood reading encounter is less in the specific elements of story or character and more in what is accomplished by the private interchange between child and book. Discusses the differences between reading and being read to and between reading and television watching. (AEF)

Suggests ways school librarians can implement a free-choice reading program to motivate students to read. Discusses developing a trusting relationship with teachers and administrators; suggesting only small changes initially; involving coaches and activity advisers; asking principals to encourage staff members to designate time for pleasure…

A study of the leisure reading patterns of rural ninth graders gathered data on what percentage of respondents claimed that they read in their spare time; non-reader's reasons for not reading; and such factors as types of books purchased, and where and when they were read. (EM)