Reading Takes You Places

This study investigates effects of a web-based summer reading program on the reading behaviors and attitudes of adolescents. The study takes place in an American high school, grades nine through twelve. A purposive random sample of 288 students and eleven teachers ensured representation of students from each of three ability groupings. Data were collected through student surveys and teacher interviews. Findings show that students expressed satisfaction with the program, but it did not meet the needs of low achieving students. Mixed responses from teachers point to the need for consensus about the purpose of a summer reading program.

Making the Shift to Summer Learning: Are We Reaching Everyone?

Flashback to August 2012: the Children’s Services team at the Chicago Public Library (CPL) was running a successful summer reading program that was humming along across the Windy City. After years of a structure in which children read and reported on either twenty-five picture books or ten chapter books depending on their age and reading level, my team and I decided to conduct some focus groups of children and parents to find out if our program was still meeting needs. Frankly, I assumed we were.

Blowing Up Summer Reading: One Library’s Approach

Summer reading can be a beloved and anticipated, but sometimes loathed, tradition among librarians…and, let’s face it, some kids as well. Once we had reached the people who liked our traditional approach to our summer reading program (SRP), we sought to increase participation. Surveys helped us identify barriers to participation. We found that families struggle with time to visit the library or they may be frustrated with restrictive SRP rules (they lose their tracking sheets, go on vacation, etc.). The families are, however, looking for programs that target their children’s specific interests, especially ones to help the children build skills, as opposed to regular programming designed to appeal to a wider audience.