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Getting on the Bus by Donalyn Miller
Last Monday, a tiny corner of the world celebrated the announcements of the American Library Association’s 2016 Youth Media Awards. Watching the announcements via live streaming, I switched between jotting book titles in my notebook, Voxing my excitement to my #bookaday group, clapping and hooting, and texting friends who were attending the announcements in person. The celebration continued online all week as authors and illustrators shared their gratitude on social media, and in-the-know librarians and teachers commented on the books we enjoyed, the books we missed (and immediately ordered), and the books we wanted to share with our students and children.
There was also a bit of armchair quarterbacking about who won and who didn’t win. I am surprised when some of the people who question a book’s merit admit they haven’t read it. Judging a book by its cover? It seems some feel confident judging a book by the commentary around it. I appreciate conversations that expand my understanding of children’s literature and its value, but reading reviews, following authors and book chats on Twitter, and attending conference sessions about books don’t replace reading the books and making my own judgments about what I want to share with students or promote to other teachers and librarians. Most teachers and librarians are unaware of these conversations or the books discussed at all.
A colleague at my school once asked me, “Do you really read all of the books you review on goodreads? My friend and I think that you read books enough to decide what you think about them, and move on to another one. You can’t possibly read all of those books.”
Her remarks offended me and I didn’t handle it well, “Isn’t that deceitful? Making public evaluations of a book you didn’t read? Do you understand that you are questioning my character when you make such a statement? Yes, I read every single book. If I don’t finish a book, I don’t post it anywhere.”
I overreacted, but I am intolerant about teachers and librarians who don’t read. I recognize this failing, but I have seen the power that a teacher or librarian’s knowledge of books has for students and the lack of interest children have for reading when their teachers don’t know much about books.
For the children we serve, we may be their only reading role models. Even when family members read, many parents rely on teachers and librarians to recommend books for their children. If we are charged with fostering children’s literate lives, it follows we should know a lot about the types of books, websites, and other media young people read. Teachers who read are more effective in engaging children with reading, more likely to use recommended literacy practices in the classroom, and more likely to provide students authentic opportunities to share book recommendations and responses with each other (Morrison, Jacobs, and Swinyard, 1999; Nathanson, Pruslow and Levitt 2008; McKool & Gespass, 2009).
While a small, enthusiastic group celebrates and debates books that won awards this year, many teachers and librarians have never heard of The Last Stop on Market Street, this year’s Newbery winner (as well as Caldecott Honor and Coretta Scott King Honor). This means that many children haven’t seen it. An award win guarantees a book’s addition to many community and school library collections–which will increase teacher’s and librarian’s awareness of these books over time–but it may take years for these books to trickle into kids’ hands.
It may shock people outside of our profession, but teachers’ knowledge of children’s and young adult literature and how to use books in the classroom aren’t skills that are universally expected or sought in many schools. Few teachers take more than one children’s literature course before entering the classroom. After becoming teachers, there is little encouragement or opportunity for many educators to expand their knowledge of children’s and young adult books. Ignorance of the types of books available for children to read or the importance of using authentic literature in the classroom limits children’s exposure to meaningful reading experiences.
Teachers’ lack of knowledge about children’s and young adult literature doesn’t rest solely on their shoulders, though. In many schools, reading for pleasure and regularly visiting the library are seen as frivolous pursuits in the scope of short term academic goals. School and district leaders lay off librarians, cut budgets for books and professional learning, narrow measurement of children’s reading ability and motivation to data points on spreadsheets, and question teachers who give their students time to read.
This week, a colleague on Twitter sent me this message, “My principal says creating lifelong readers isn’t important. We should be focusing on college readiness.” I wonder how college-ready kids will be if they don’t read anything but test prep packets and excerpts from textbooks. If we graduate kids from high school who don’t read much and see little value in reading, we have failed.
On Tuesday (the day after the ALA award announcements), I visited a middle school in an impoverished area of Dallas. The school building was new—a beautiful oasis surrounded by broken street signs, houses and stores with barred windows, and feral dogs digging in trash cans. Inside the school, I found my way to the library tucked into a corner on the second floor. The library was spacious and beautiful with floor-to-ceiling windows, a bank of computers, and lots of places to read and look at books.
In the hour I was there, only three children came in to check out books. Asking about students’ use of the library, the librarian identified several challenges. After some violence last year, students are not allowed to travel in the halls unescorted, which means they cannot go to the library unless a teacher brings them. Teachers, concerned with standardized test scores, spend class time drilling test prep and giving assessments. There are few books in classrooms for children to read, and most teachers won’t let children take their classroom books home. Teachers contend there isn’t time to visit the library. The librarian told me that there are some classes she hasn’t seen since before Thanksgiving. New to the school, she doesn’t feel she can make waves. I casually mentioned the ALA Awards’ announcements the day before, but she didn’t know the books that won and doesn’t have money in her library budget to buy anything for the rest of the year, anyway. Her students, predominantly African-American and Latino children, will not see The Last Stop on Market Street or take inspiration from Matt de la Pena and Christian Robinson’s magic this school year. They may never see it.
The administrators, teachers, and librarians who strive to remain current on literature for young people, invest time reading lots of books, and share our book knowledge with others may represent our profession, but we are not representative of many educators. Beyond debating and honoring books on a title-by-title basis, how can we increase the understanding and use of children’s literature in our schools? How can we increase the amount of authentic reading experiences children have at all? How can we move beyond our own classrooms to improve our profession and the reading lives of children?
I wake up every day asking these questions and seeking answers. I know that many of you do, too. How can we extend this conversation beyond the Nerdy Book Club community and into our local communities and schools? Beyond what works in our own classrooms and libraries, how can we engage our colleagues in meaningful dialogue and professional learning?
Reviewing books, fostering relationships with authors, attending conferences, and serving on award committees may expand our knowledge base and personal network of like-minded people, but how can we extend this conversation to colleagues who don’t have these opportunities or understand the value? Readers of this blog are in the choir, we are on the bus, we are walking the walk. What does this mean if the only children who benefit are the ones in front of us?
It’s not enough to count our blessings when our own schools and the schools in our communities do more to engage teachers, children, and families with reading. Children’s reading lives should not depend on their luck in getting a teacher who knows about books or a school with a librarian. All children deserve these opportunities. Every year.
Lifting up children’s literature and celebrating it doesn’t lift up children if they never see these books and read them.
I am confident we can do more together. I look forward to continuing this conversation and sharing ideas.
Donalyn Miller has taught fourth, fifth, and sixth grade English and Social Studies in Northeast Texas. She is the author of two books about encouraging students to read, The Book Whisperer (Jossey-Bass, 2009) and Reading in the Wild (Jossey-Bass, 2013). Donalyn co-hosts the monthly Twitter chat, #titletalk (with Nerdy Book Club co-founder, Colby Sharp) and the Best Practices Roots (#bproots) chat with Teri Lesesne. Donalyn launched the annual Twitter summer and holiday reading initiative, #bookaday. You can find her on Twitter at @donalynbooks or under a pile of books somewhere, happily reading.
You are so right! Nothing in education means more than building a love of reading. That is the foundation for building a life long learner. Learning never ends if you love to read.
Yes, yes, and yes. The principal who said, “We should be focusing on college readiness” has been feeding at the trough of the standardized testing industry far too long. He or she needs to come up for air.
The standardized testing industry defines “college readiness” in terms of its own products: Do well on our test, and we will declare you “college ready.” Being “college ready” as defined by those folks is very different from being actually ready to attend an actual college. (I wrote about that here: https://whatsnotwrong.wordpress.com/2015/01/21/what-does-college-ready-really-mean/ )
Just today I read this in the new book Writing with Mentors by Allison Marchetti and Rebekah O’dell: “Remember, students won’t be in school forever, so they need to see purposes for writing beyond school.” We can substitute “reading” (or anything we do in school) for “writing” in that sentence, and we’ll generate valid ways to provide instruction and guidance.
Thank you, Donalyn, for always doing more than your fair share of the heavy lifting when it comes to advocating for authentic reading and readers.
It concerns me that school leaders seem to feel no responsibility for what happens to their students after their formal schooling ends.
I totally agree with you about underutilized libraries. I take my kids to the library every 3 weeks but I have a massive amount of books in my classroom purchased by myself. I am very friendly to other teachers using my library but our library is more interested in technology than actually reading. I hope we will get to a place where the library will be a place to read again.
These are questions my librarian and I have been asking for years. Our K to 9 school is predominantly English Language Learners and building a love of reading is essential for our staff and students. One of our biggest answers to this question has evolved to honest invitations. We host a Cookies and Milk and Books after school meeting for staff to learn about great books in our library and , if they are comfortable, share a book themselves. This break we inserted bookmarks in their Christmas cards indicating a personal book choice we had made for them and reserved in the library for them. Then they came back to share their experience reading with each other.
In our school district we started a Mighty Smackdown blog and invited teachers to join and read about award winning books. Staff could sign up for this professional learning for 100 dollars and would get that back in books for their classroom. We set up a head to head draw and six years later we have teachers in and out of our district participating and learning to form their own opinions about books.
Sometimes teachers just need an invitation to join the party!
Thanks for sharing some ideas of what you are doing that works. I really feel like this is a serious problem. I’m known in my school for being “book crazy”– buying and reading as many books as I can–but it’s seen as a quirk of my personality. It certainly isn’t something that is encouraging others to “get on the bus”. Maybe I need to be more proactive and direct. Maybe I need to send out some invitations. I appreciate your comments and ideas, Dia.
I love this idea, also. I’m thinking of picking books for specific teachers and leaving them in their box with the invitation to read the book, and then share it with their students. I am also known as the one who is “book crazy”, but it doesn’t seem to be rubbing off on too many others, either.
Authors love getting involved with fans and soon-to-be fans! I think there is something really special about showing kids that authors are real people and it gives some real-life context to reading and writing. I know I’m preaching to the choir here, but spreading the word about the easy ways to connect authors with students is something we can all do and can enrich the reading experience. Today’s technology makes it easier than ever for this to happen and Kate Messner keeps a great list of authors who are willing to do FREE short Skype visits. http://www.katemessner.com/authors-who-skype-with-classes-book-clubs-for-free/
I am on the bus and happy to have you driving, Donalyn. Thanks for an important piece.
Wow. My own journey as a teacher who wants to install a lifelong love of learning was slow and stumbling. Then I discovered the work of you, Donalyn, which led me to Penny Kittle, and then in rapid succession, Nerdy Book Blog, NCTE, book blogging, attempts to use Twitter, increasing my classroom library from one shelf to over 600 titles, and my transfer by an alert principal from a ELA position to Reading Intervention position–all this in less than a year.
I haven’t felt this joyful and inspired as a teacher in a long time. I know that these changes owe a lot to my school community. To a department head who got all of us on board with the 40 book challenge. To a principal who recognized my passion and put me in a position that aligned with it. To a leader in the DO who decided to give a large grant to our school library. To a library assistant (because of course we have no librarian) who has been unthreatened by my increased involvement in book orders.
What if I hadn’t had these supports? What kind of momentum could I build for transforming my practice if I were pushing against my school culture? I am not a maker of waves by nature. I do think this community can be a huge source of information and support for teachers who understand this mission and want to make things happen. How do we reach those who haven’t heard or thought about it? That’s a huge and important question.
And if I’d known I was going to write a mini essay instead of a comment, I would have put down my phone and gotten onto my laptop. Jeez. Sorry.
I could not be the teacher I am without the support of many administrators and professional colleagues throughout my career.
I just love your honesty. I am always gobsmacked when talking to a teacher and they tell me they don’t really read much. You are always inspiring. Thank you for that.
Wow, as always you leave me speechless. I’ve spent the past year wondering how I could do exactly this–give these opportunities to more children, the little ones that don’t deserve to start school behind their peers because they haven’t been exposed to as many books, and the big kids that think they no longer need books but would feel less alone if they were able to connect to characters and other readers. I don’t know how to make a career out of this yet, but I intend to keep looking for an answer. There was a reason I got sucked into this Nerdy Book Club world and I do believe it is to learn as much as I can, then share that with others.
Oh my. I said, “Yes. Yes. And Yes, again,” as I read this post. Our goal should also be helping other teachers and librarians to hop aboard this most wonderful bus. It’s a bus of passionate readers and living as teachers who thrive because of the books they read. Books change lives. They teach us how to be a human being in this world. Thank you, Donalyn, once again, for your frank honesty.
Thanks for your honesty and passion. This is such an important post, full of reminders, encouragement, challenge. Knowing books and getting them into our kids’ hands is the most important job we have.
The emphasis on test prep rather than on reading is a disaster! I teach college kids and the ones who are successful are the ones who developed a love of reading for the sake of story.
I have an idea. Wrote this very quickly earlier wish I could snap my fingers and make it work, but I think it is possible: what if we could get retired teachers/librarian/bookandkid lovers, maybe library science students, etc. ie volunteers who read (or want to get caught up) to read newer books, lots of them, and then take those books to do free booktalks at schools in their area. They could partner with Teacher Centers or school librarians and give 30 min. talks after school frequently and regularly at first to build enthsiasm (weekly or biweekly at first) for a period of time, say 4 months, then taper down in hopes that teachers will be inspired to take over. Perhaps ARCs could be used or publishers would provide some books or a Foundation would support this, so that the “Retired Booktalkers Cadre Member: RBTC” would have access to books (and of course you could get books at libraries). Even if only a few teachers attend at first, it would/could build enthusiasm for new books. You could have some book trailers to share along with your own reflection about the book, etc. Hopefully a Foundation would offer something to the “RBTC members”….small stipend…..but there would also need to be support from Nerdy folks ie the booklists, videos of how to give a successful booktalk for beginners. Local libraries and librarians might help, there are “Friends of the Library” groups and volunteers, why not “Friends of Books for Kids” volunteers? If as an RBTC member you go to a school once a month and it takes 1 -2 hours including travel time, it would not have to be a huge commitment. Of course it would need to be organized, but using an online “app” model, it might be easy enough to accomplish. We might start small, but it could grow!
I love this idea! How can we help build support for it?
Hmmm…I have an idea. Will send you a PM on FB, but I see this RBTC member being at a school, ready to go as soon as the kids leave, the teachers come in, listen for 30 min and that is it. The school librarian, principal, PTA liasion, could possibly gather books teachers indicate they want to use/read. My thought is that different RBTC members would go to a specific school over time, but using some online organiational tool would know which books had already been shared. I am Janet Clare on FB. I would love to see Ed Spicer and his wife give input on this idea, too.
Yes–you are spot-on. Thanks so much for this thorough and insightful piece. As an author who visits all kinds of schools, speaks to all ages of students, and interacts with recent college graduates who’ve been through teacher training/ education, I struggle to understand how those adults who stand in the way (for whatever reason!) of young people and good literature justify their actions. It is often nothing more than a lack of courage –to buck the lemming mentality that drives them toward the next big technology item and away from the stories that feed our intellect and our souls. The good news is that there are still MANY adults–in homes and in schools–who haven’t thrown the baby out with the bathwater (so to speak). They use technology, they use tests–BUT . . . they understand the value of literature and libraries and the importance of kids having easy and frequent access to them. When I get discouraged about the lack of reading in some schools, I think of those folks–and I remain optimistic.
I remain optimistic and committed, Jen. I see wonderful examples every day of schools and communities that are solving these issues. This means it’s possible for all children. Thank you for your marvelous books. We can’t engage children with reading if they don’t have anything engaging to read!
Thank you! I have very similar views. It amazes me how challenging it is to get adults who work in a school to read a book and evaluate it for summer reading. A MG/YA book doesn’t take long and they are good stories! And, you will be closer to your students. Yet, it’s often like pulling teeth.
I”m thrilled to say not only did I know and cheer for Last Stop on Market Street but let the staff, kids and PTA of my school know …..that author that visited us in October?! HE JUST WON THE NEWBERY!!!!!!!! I don’t know if I will ever get over being able to announce that.
Thank you for continuing to be a powerful voice for the value and importance of teacher knowledge of children’s literature. I firmly believe that you can’t sell what you don’t own!! If we want to sell book love, we better cultivate it in our own lives. Preach on!!!
Thanks so much for this, Donalyn! I am going to follow this reply thread in hopes that some more ideas will be added. I agree with all you’ve said, but I’m very frustrated because I want there to be something I can DO to make a difference (outside the walls of my classroom).
I’m thinking about trying to start a teacher’s book club that would maybe be Mock Newbery or Mock Caldecott based. Teachers who agree to participate would get copies of the books we read for their classrooms. This would increase the number of students who are exposed to these books. Our district has an educational foundation that funds teacher grants, and maybe if I put a grant application in, we could get the funding to buy these books. It’s a seed of a thought, but I feel better with that than with nothing!
So grateful for this community. It makes me feel a little less alone. I’ll be checking back!
Let me know how the grant works out. There may be other ways to get funding. Ideally, your district’s support would promote buy-in.
As always, you are spot on. But as you so aptly stated, you’re preaching to the choir. I do think that Janet F’s idea has a lot of merit, however, and deserves some consideration. Although I am officially “retired,” I continue to be very much involved with PK-10 education in a variety of ways and would be willing to assume some leadership in this endeavor.
I love Janet’s idea and wonder how we can encourage schools to welcome these volunteers.
Amen! I ditto every word!!! I have very similar comments and thoughts and often teachers and administrators look at me like I have lost one! I often ask reading teachers if they read and most often the answer is NO! How can you teach reading if you are not reading??? Thank you ~Donalyn … I will post this on my list serve and blog!
WORD! I can’t nod my head vigorously enough, Donalyn! And I am OUTRAGED at the people who asked you if you “really read” all those books.
Donalyn, spot on, as usual. I have so much I could say to this piece. I wish it was all rosy, but it isn’t. Like you, I see the number of teachers who fail to see the importance of reading and sharing their enthusiasm for books with students. It’s frustrating. I will be sharing this article. Let’s see if that can ignite a spark.
I love this conversation! I am thinking about the idea of retired teachers stepping in to read/book talk new books. My thoughts are turning to the high poverty schools in our city. Often times the teachers want to know and read the new books but time is short, student behaviors and reporting of those behaviors is long and exhaustion comes into play as well as work/home life balance. It is not always they don’t but just are not able to make that one more step to find the new book, buy or go to the library for that new book and fit it all in. Exhaustion runs deep for our teachers in most situations but especially in high poverty schools.
So I wonder what publishers or granting organization would fund a “national group of retired teachers” who would pledge to read and share one or two new books each month in a high poverty school. Maybe going to a few classrooms – and then being able to leave a book behind for the classroom library. Guest teacher starts the book and leaves it for the teacher to finish or re read in the case of a picture book. Maybe help the teacher connect to authors as well.
Costs would be books, shipping and maybe funds for a small group of teachers to run a web site to help these retired teachers stay connected and learn from each others experiences by way of blogging – I know there are lots of us out there we are loosely connected now by way of Nerdy Book Club and Two Writing Teachers – Slice of Life Blogging.
I am interested – just not sure what the next steps might be. I can do this on my own – choose a school, a few teachers and pay for books but over time it needs to be bigger than just one teacher here and there. Thoughts???
I am retired and active, too, Joanne. Maybe we can get something started. There are enough ways to connect via the blogosphere and FB etc. Some substitutes might want to be involved if they have the time and interest. In any given region there might be authors/poets/others who would help if they were asked. In response to someone above who asked about welcoming sharers into schools, I think that could be managed fairly easily. I am seeing it as 1) a chance for volunteers to do something positive and useful 2) a great opportunity for teachers to hear about books and 3) children to find out about books from their teachers/ librarians/school community members and not necessarily in that order! A group that might help us is our ILA local reading associations and our state associations, too.
Good thought!
Excellent post, I agree with all of it! The teachers at my school admit to struggling to find time to read too, but I find tge more I talk with them about our reading, the more they read. Just like the students. I teach 5/6 and now through my former students I have more convos with the grade seven teachers. We also started a city wide (only five K-7 schools) Battle of the Books this year. I picked all of the books this year but it has increased the number of conversations I have had with teachers and librarians (I ama bit of both) to the point where I might have a small group working on it next year. I feel like I have the reading community in my room, but am building a more important wider reading community in my school and district. As part of the Battle of the Books (a game show kind of event based on the books in our lit circle set of six titles) I am trying to get other teachers on board with literature themed events like a dres up like a book character day, and vote for a Book of the Year based on the new books we have brought into tge library and classrooms this year. I have seen a lot of Mock Newberry and Caldecott events that look greaton Twitter. This will be my first experience with these types of events. Curious what other events people have in their schools.
I love Janet’s idea of a cadre of booktalkers fanning out over the land!
I’ve often thought, that even in retirement, I couldn’t imagine not going out and finding a kid to read with or a library to volunteer in.
My school has been shangri-la for the last 5 years. We have 85 minutes blocks for LA, Reading Zone time and large classroom libraries. Our math scores are not nearly as strong as our literacy scores and so time on LA is being cut down to strengthen math and RTI. It has been suggested that class time for independent reading will have to be reduced.
Our principal is a real leader and she does not take this lightly. I wrote this to her lately in an attempt to convey what it is we actually do when we say we have “reading workshop” in our classes.
For the last few insomniac hours I have been reading, thinking and writing. I finished re-reading The Round House by Louise Erdrich to determine if I could reasonably recommend it to 8th graders who have read and loved To Kill a Mockingbird or True Diary of a Part-Time Indian. (Conclusion-OK for mature students, others not likely to attempt it.)
I do a lot of this kind of thing. I just ordered a used copy of Willa Cather’s Shadows on the Rock to lend to another student. She’s a strong reader, she’s been reading junky stuff and she loves visiting Quebec (I know from the topic she chose for her informative paper.) Shadows is the perfect next rung on her “reading ladder.”
J. has been a very reluctant reader who has been working with the reading specialist and is really the only student I have who out-and-out refuses to read. He crept through Hunger Games in 4 months and then insisted that no other book beside The Hobbit would do. However, I know that he loves the robotics team. I went to 6th grade and borrowed 3 copies of the book Eager, which is about a household robot who develops human emotion –it is written a level where he can make meaning and he is reading it. I got 3 copies so that he has one in class, one at home and one with the reading specialist. I won’t say he is flying through the book, but we done our best to create an environment where it is nearly impossible for him not to read.
Then there’s M. He may be the brightest student I’ve ever had. He goes to the high school for math, and has read the complete works of Jules Verne this year. I’ve been pulling every quality science non-fiction book I can think of (like October Sky and Stephen Johnson’s The Invention of Air) I’ve been bringing him books from home–the first 2 volumes of Joy Hakim’s The Story of Science. Yesterday he showed me that he was reading the third volume–about Einstein–he had bought it himself with his Christmas money.
My brain continues spinning and I check Twitter to read what brilliance Penny Kittle, Donalyn Miller, Teri Lesesne, Kelly Gallagher (and many others) have to share this week. I take note of some new books and start to follow a new smart teacher.
This is what Reading Zone means to me.
I know that you understand that Reading Zone is much more than just letting kids read. But I also need you to understand just how much this is individualized — how passionately we seek to know the kids and grow their reading lives. This is what I’m afraid of losing or diminishing as we make changes.
One of the things that I value the most about RZ is that it is for everyone. There has been discussion about enrichment book groups for some while others work on skills. This kind of talk scares me a little. The ones who need skills, also need time in school to read and the opportunity to choose books freely. In fact, they need it most profoundly, because they are the least likely to read outside of school. I can’t tell you the number of adults I know who still brand themselves poor readers because they were in the “Bluebirds” instead of the “Red Sox” reading group. I think we have to approach this “sorting” with great caution and tact.
When Reading Zone was launched 5 years ago, the circulation of our library was moribund and many teachers mourned the loss of curriculum time and swore that the kids would just lie and would never actually do the reading. (In fact, even last year, we were still hearing some of that.) But in yesterday’s meeting, those same teachers were celebrating the success of Reading Zone. We were sharing ideas and successes and it was generally a love-fest. There is no measure by which this experiment has not been a huge success.
We have to do everything we can to preserve this success while we seek to expand our success in other areas. After all this, it probably doesn’t surprise you to learn that I’ve got some ideas about how we can do this. I know our librarian is going to be an important part of the solution. I’d like to be part of it, too.
Reblogged this on 20somethingkids and 1kookyteacher and commented:
Sometimes when you read someone else’s blog post you just wish you would have said those same words. This was one of those times. Instead of writing my response, I’ll just reblog the original ones. Donalyn Miller said them better than I could have anyway. I COMPLETELY agree with the huge responsibility we have as teachers to share our reading lives with kiddos and help them become life-long readers and thinkers themselves.
This is a tough one for me- I read fewer of the award nominees this year than in past years. It’s become more and more difficult to keep all of the balls in the air as an educator. I am a strong advocate of children’s literature and I do my best to stay on top of what is new, but it’s much more challenging than it was even 5 years ago. If I taught part time, or worked less directly with students, I might be able to do all of the reading and the online PLC work that truly sustains my interest and passion. I have let some of this go as the day to day demands have increased and I have needed also to keep my family life and health afloat. I miss being connected to other teachers online and learning about all of the new titles. Checking into this site and a few others helps, but it’s not the same level of engagement I once had. Here’s hoping for more balance in 2016!
After retiring three years ago, I began providing training and classroom coaching for elementary literacy teachers in several school districts. Two of the schools with which I’m currently working are in state accountability trouble, and are implementing some pretty intense “intervention plans” as directed by the state education agency. In these schools, I see exactly what you describe, Gillis. Even the most passionate and committed teachers are challenged by ever-increasing expectations for documentation and data analysis. They arrive each morning by 7:00 a.m. and often don’t leave school until 6:00 p.m. or later, toting the back-wrenching bag of planning resources and papers to grade. Their family life and health suffer, and their stress level is through the roof.
I also work with the principals in these schools, and they, too, are faltering under the crushing weight of the accountability system. They know that test scores are the only thing that will save their campuses from the threat of “reconstitution” (which means potential job loss) or even closure or takeover by the state. The result is a laser-like focus on test prep. A certified librarian is seen as a luxury when that staff position can instead be allocated to an intervention teacher using a “proven” scripted program.
Here in Texas, I saw the beginning of this madness as the accountability movement gained steam in the 90’s, and it was compounded by the National Reading Panel’s dubious conclusions concerning silent reading. NCLB landed another punch, and Texas’s assessment and accountability systems continue to devolve into a ridiculously complicated mess that relies on a test of questionable validity.
I am a reader, and have always been a reader. I was that kid who literally got in trouble for reading with a flashlight under the covers after bedtime. But if I were a classroom teacher in today’s climate, I truly wonder if I would have the time or energy to stay abreast of children’s and YA literature.
I love the discussion and all the ideas being generated by this post, but perhaps some of the strategies to promote reading by classroom teachers could be geared to summer and holiday reading. For the teachers I work with, that seems to be the only time that they have a minute to spare.
Gillis – I, too, hope you are able to find balance this year. I see how hard it is, and I stand in awe of teachers who are able to stay on top of it all.
Well, I concur with all you say here, Donlyn. To make change and bring more books to kids –even within the confines of our own school hallways– we must take leaders to task at school board meetings, PTA meetings, staff meetings, and legislative town hall meetings, not just at nerdy book club meetings. Make no mistake, though, the leaders will try to shut us down. We must prepare our advocacy statements with the same care and research and love that Newbery authors do, and social media may be our best ally.
I am still in shock over an administrator stating that it is not a goal of educators (and administrators) to raise lifelong readers and lifelong learners. How can we have people like that involved in the lives of our students? What damage that person is doing just thinking and living (and leading) like that. I am appalled. As with so many other life skills, teachers must continue to work on a daily basis to do all they can to help their students desire learning and to see the importance of learning how to learn long after their school days are done. That will require passion, and that’s what teachers must have and pass on to their students.
This is so touching to see committed educators and readers respond to the problem. It is wonderful to know we have such dedicated and caring professionals. Bringing books to all children is an important and worthy endeavor. And I know with this group of great thinkers it WILL happen. Thanks, Donalyn, for bringing this to our attention.
Well said! I’ve lived in my town for 9 years now and still can’t get over the fact that my daughters’ elementary school has no School Librarian. Their teachers have so much to do as it is. We need quality Librarians in ALL schools to do everything that you mentioned. Period.
It broke my heart to hear that there are educators out there that don’t think developing lifelong readers is important. I think reading, more than anything else, increases kids’ knowledge, perception and understanding. One of my daughters told me she didn’t like reading, and I told her “you just haven’t found the right book yet.” We can’t grow a generation of children who spit out facts with no knowledge of their ability to reach others through their words.
As a first-year teacher, this honestly makes me feel pretty terrible! I used to be a voracious reader, and it’s a big part of why I decided I wanted to teach in the first place. The thing is, I have a curriculum I have to teach, and it doesn’t include a whole lot of books, even though it’s English. I barely have the time or energy to teach what I have to teach, so improving my own reading repertoire has unfortunately taken a backseat to just trying to keep my head above the water. As has basically everything else in my life–what else am I supposed to do with a 70-80 hour work week. Since starting in September, I have only read two books that I didn’t directly have to teach. I wholeheartedly agree that teachers should be reading all the time, but I can’t figure out how. I want to, both for my teaching and for my own personal pleasure, but there just isn’t any time!!
I believe teachers need more support in this regard, and I hope it came across in my post. Our professional priorities are out of whack. It’s not you.
Agreed. Also, I admire that, as a first year teacher, you are connected to other educators via an “online PLC” such as this one. Many first year teachers are so overwhelmed with all that is on their plate that they won’t even know discussions such as this one are happening. Awareness is an important piece. Further, since I have been teaching for a LOT of years, I am far more inclined to do what I believe to be important and “right for kids” that I was early in my career. In those early years, I was pretty intimidated by what might happen “if”…. if I questioned my administration, stepped out of the curriculum maps and team “expectations”– both written and unwritten.
What I’m trying to say is, don’t beat yourself up too much here. Be proud that you are trying to learn what you can from a variety of sources, recognize your limits, and maybe make a concentrated effort to give yourself a little more reading time. Also, consider audiobooks! I always have one audiobook “in progress” to listen to when I’m exercising, driving, or even cleaning my house! 🙂 Just a thought. Good luck!
Amen. Thanks for this challenging and important post, Donalyn. I’d add only this: It’s so important that those of us who work with future teachers establish an expectation that THEY (K-12) will be readers…that they NEED to be readers…and that we continue to model our reading lives and our deep engagement in texts even at this level. I can’t count anymore the number of times I’ve had English majors say to me that they don’t have time to read or that they’re not in the habit of seeking out new authors and texts. Cultivating curiosity should be an essential part of every literacy course future teachers take. If we’re not getting our college students excited about reading (and being explicit about the methods we’re using to do this), how will they begin to do this in their own classrooms, particularly if their school isn’t committed to a culture of reading?
I would say that these students didn’t develop a love of reading K-12 and it’s going to play out in their lives as teachers and parents.
At one point in my college career, I no longer had time to read for pleasure. I was a single mom, working full time and going to school part time. It was a bleak time because I like books more than just about anything. I still read to my children. When summer came, I read for pleasure once again.
I wish every person could experience getting lost in a book. I was told not to allow silent reading of students’ choice in a reading class because the administration felt it was a waste of time. We read anyway.
I know book talks, peer recommendations, and putting the right book at the right time into the hands of the right child has changed children in my classroom. I have built bridges with kids that other teachers hated, kids who refused to do any work in any class. But because of the right book, they changed. I know what books are right because I read books for young people all the time. Books are magic. I had a student who went from failing every class, to after being won over by a book became a professed reader who said, “Did you know that for the first time in my life, I’m not failing even one class?” Books make this magic possible. I will not stop taking my students to the library or stop allowing silent reading time.
I wish every administrator would read your books along with Readacide and Igniting a Passion for Reading because then maybe they would see how important becoming a reader is to a child’s future.
Buildinglifelongreaders.blogspot.com
Thanks, Donalyn, for urging us to take action. You raise essential questions that remind us that so many children are left out of the literary landscape for a host of reasons including a lack of access to powerful books, a lack of representation of their lived experiences in stories, and a lack of support at all levels for making stories the center of what we do as teachers.
On a higher ed level, I actually think most teacher candidates don’t take ANY courses in children’s literature. They take methods courses where hopefully children’s and young adult literature prevail, but many teacher candidates never take a children’s literature course unless they go back to school for a Masters in Literacy. So, higher education can certainly do more in the preparation of teachers to inspire new teachers to see themselves as lifelong readers and writers. Applegate’s article on the Peter Effect shows us that many pre-service teachers don’t see themselves as readers. We need to change that dynamic at every level of schooling.
More can also be done with parents and families in communities to host book swaps, book drives, and to publicize information about new books that are available in school and local libraries that would have local appeal. Can social media help? I snatched up Finding Winnie and The Last Stop on Market Street from my local library to share with my four-year-old and seven-year-old sons. I wonder how many other parents in my community know about these great books? There was an ALA display but if you don’t know what the ALAs are that display may be meaningless.
Thank you, again, for reminding us of the power we have to celebrate a life of reading and that we have the power to encourage others to get on the bus!
“My principal says creating lifelong readers isn’t important. We should be focusing on college readiness.” <—– This broke my heart. Thank you for bringing up these difficult and important topics so that we can talk about them, and in doing so, take a step toward solutions. I for one cannot imagine a life without books, but that does not mean I should not imagine it, and do something to remedy that truth for the children who live it.
Thank you Donalyn for advocating for meaningful literacy practices in all schools. Having access to high quality literature has to be a priority in every learning space, K-12. I appreciate how you made this point so eloquently. Educators who state they cannot make time for their students to visit the library or to give them time to read have to deviate from the assessment policies that have held teachers prisoner for so long in the name of accountability.
I would add one more thought to this post: Where do students and choice fit into this dilemma? From the lack of student representation with the awards referenced, to the need of building awareness with relevant texts and our youth, I feel like we are sometimes speaking into a vacuum regarding access. The kids need to be a part of this conversation.
To be frank, I think educators (including me) place too much importance on our roles as teachers to influence students to be lifelong readers. If students were given not only the time to read, but also a meaningful role in persuading peers to read what they are reading, I believe a number of these issues of access would resolve themselves. This can start by having student representation in these coveted award processes, as well as guiding students at the school and classroom level to understand the impact they have on peers in picking up that next great read.
As you know, Matt, I’ve been a long time advocate of students’ self-agency and choice. Book access and time to read must occur for children to have anything to talk about or recommend. I appreciate you guidance and leadership on this topic.
I agree with every word you said. If I had a librarian who cared enough about what I read I wouldn’t have spent time reading just Sidney Sheldon and nothing else. (There wasn’t anything else in the library and the librarian didn’t care if I was reading age appropriate books.)
I’ve gotten a nephew recently and I’m trying to look for books for children that would be appropriate and I really hope he doesn’t have a reading experience like I did. Thankfully he lives outside India so maybe he’ll be luckier. While I can’t really contribute to improving this situation (I have no connection to libraries or librarians) I wish you the best in making a change.
I teach in a Chicago school where the only library is in my classroom. Thanks to the Nerdy Book gang, I am on top of all the latest fabulous books and a soon as I read about them I get them at the public library and share with my kids. It’s a feeding frenzy when I haul in a bag of books! There are no excuses for not reading; this is a time of wonderful lit for all and it’s our responsibility to share the joy!
I think if all I reach are the kids in front of me, at least I’ve changed things for them, but I wish with all my heart that every child could be read to every night.
Buildinglifelingreaders.blogspot.com
Here is something I am doing from my seat in the choir. (I am a stay at home mom to two boys not yet old enough for school.) With the help of a retired neighbor who volunteers in a local school, I bought a potable CD player for the classroom she spends her time with & am recording myself reading books onto CDs (they still exist!) & donating books & CDs to their classroom. Teachers (I used to be one) can only make so much room in their day for reading and this way, hopefully, children will occasionally have more opportunity to be “read” to. If they finish work early, or have to do recess indoors. It is a tough situation. The children who need the books the very most very often don’t get them.
I’m a book-loving grandmother who regularly visits the school my grandchildren attend to read to classes. I plan ahead, and prepare a fun presentation to inspire the children to get excited about the books I read, and hopefully inspire a love of literature in those children who may not come from book-stocked homes.
I donate the book I read to the classroom library, so that the children can go back and read it themselves if they enjoyed it, and the teacher will have it to read to future classes.
The kids know me as “Nana”, and the teachers know and trust me. I urge teachers, librarians and schools to seek out grandparents, aunties, uncles and others who may have more time than parents to come in and add some spark to their classrooms in this way.
Your grandchildren and their schoolmates and teachers are so lucky to have you.
Right on, Donalyn! Best article about what’s wrong with education. Not focusing on reading is not teaching kiddos what is the foundation of all learning. The love of reading will carry anyone anywhere!
I can’t stop thinking about this piece, Donalyn. It makes me sad to think about, but I like your positive spin: What can each of us do to make things better? To reach more kids with more books and ignite a fire about the importance of a deep, meaningful reading life? What a mission!
Thank you for calling us to action! As an instructional coach I take every opportunity to connect teachers and children with authentic children’s literature. My colleague and I start every PLC meeting with a new children’s book and encourage teachers to think about how they can use it as a mentor text. Almost always, the book leaves our room and is read by one or more classrooms. Instead of buying test-prep materials and investing in unqualified personnel to work with our fragile readers as literacy assistants, we invest in classroom libraries and trainings on the workshop model. We are lucky to have a principal who supports these efforts. We have started to ask teachers what are you currently reading? For pleasure, to get better at your profession, to share with your students. The more these questions become part of our everyday conversations, the more we build the critical mass who believes that teachers of reading MUST read, that teachers of writing MUST engage in the act of writing.
Your teachers are very lucky for this support! This is a model (or one like it) that should be in all schools!
Thank you! I’m going to share these ideas in my school. Some great thinking about schoolwide reading culture
Donalyn, your post and the responses to it have been a great solace. When students say they used to love reading but hate it now, I know they’re being short-changed for college prep and life beyond academics. I’ll continue to look for ways to build on the positive, knowing that this mission matters so much.
I was just feeling very discouraged today about this exact situation – how I feel sometimes that I am one of the only teachers in my building that values creating lifelong readers more than creating good test takers. Thanks so much for writing this! Now I want to go back and re-read all of your books for even more encouragement and inspiration. Never stop writing, please!
Thank you for your kind words. I know it is difficult to stick to your beliefs when your school culture may not support you right now. Your students are blessed to have you in their corner.
Donalyn, this post was so powerful and thought-provoking. I haven’t been able to stop thinking about these issues. I wrote my own blog post tonight for Slice of Life on the questions you raised. http://couragedoesnotroar.blogspot.com/2016/01/from-this-seat-on-bus-sol16.html Thank you so much for starting this important conversation.
Your post is wonderful and I appreciate you sharing your passion and thinking with all of us.
The Last Stop on Market Street is the only book on the Newbery list that I haven’t read….and the three honor books were a.maz.ing! In fact, I gave Echo to all my co-teachers and principal for Christmas. Last Stop on Market Street is going to be spectacular if it surpassed the honor books. I look forward to reading it.
Reading is a choice….a choice to turn off the tv, a choice to put away an electronic device (except of course an e-book), a choice to use the library or bookstore. Students need to hear teachers stories of making those choices, otherwise why would expect them to! Great post!
Glad you called out the teacher for the rude remark about not reading an entire book before reviewing it.
This is heartbreakingly true. I am fortunate to live and work in a community that values reading and strives to get books into every families’ hands. The Family Reading Partnership in Ithaca, NY is amazing – books are given to expectant moms at their checkups, when newborns leave the hospital, at each dr.s’ office routine visit up to age five, they have red shelves at public places for families to leave and take books, and huge beautiful signs from books hung all over that say “Read to me everyday.” It certainly helps get the message across of the value of reading with children. But like you said, it’s important for teachers and librarians to be readers and up to date on current books so that we can foster relationships between our students and relevant, well-written books.
I’m a retired teacher who started an after school book club, Books Brownies and Beyond. We’re in our second year. And we regularly have 15-16 students in attendance. We just finished our Mock Newbery focus. However, our student body is around 1000. I’m thinking about a lunch-time Mock Newbery, and wondering what kind of participation we might get with a parent/child book club. I wrote about our club in this post on Nerdy Book Club – https://nerdybookclub.wordpress.com/2015/11/06/books-brownies-and-beyond-by-ramona-behnke/
I’m definitely interested in how to broaden our circle of influence.
“I am intolerant about teachers and librarians who don’t read. ” I am with you on this! I don’t get it! When I went to my library to ask for The Marvels and Drowned City to read them before the Newbery was announced, the children’s librarian didn’t recognize the titles. Shouldn’t she be in the know?!
I agree wholeheartedly! I left the classroom this year after 27 years, but as a curriculum director, I continue to make book recommendations in person, on Facebook, on my blog. When telling my mom about two YA books that I read over Christmas vacation (The Grasshopper Jungle and The Girl With All the Gifts), she said, “Why do you read that stuff?” Because we need to continue to sell students on great books, and the only way we can passionately recommend books is to read them ourselves!
Your post makes me appreciate our little, but constantly visited, library and our great librarian, and our teachers who are readers, even more than I did already! Eye opening and heartbreaking!
Standing – clapping
Preach it! I’m catching up on my blog reading over mid-winter break and am energized by this post. Thank you, Donalynn. I am in the midst of writing my Masters Project (M.Ed. Literacy Studies) and my topic is advocating for the importance of re-populating elementary school libraries with certified librarians. I read this post aloud to my patient and understanding husband (huh…another trip to the bookstore? OK.) to show him my people. His response when I finished? ” Go girl!” He meant all of us.