Teachers as Readers/Students as Readers.
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ERIC Institute of Education Sciences
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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1996
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| Subjects: | |
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| _version_ | 1867181861976932352 |
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| author | Jones, Wanda F. |
| author_facet | Jones, Wanda F. Jones, Wanda F. |
| collection | Education Resources Information Center |
| contents | Teachers as Readers/Students as Readers. Jones, Wanda F. Communication (Thought Transfer) Elementary Secondary Education Fiction Grants Group Discussion Librarians Lifelong Learning Program Development Reading Habits Reading Interests Reading Materials Recreational Reading Role Models Strategic Planning Student Interests Student Motivation Teacher Role The teacher and the librarian are key role models for students establishing reading habits. This paper describes various grant application projects developed in the Little Rock Public School District (Arkansas) to promote reading for pleasure by students and teachers. Discussion includes: student evaluation; developing a communication network of professionals with which to discuss fiction books; collection development; focusing on teachers who read and encourage students to become lifelong readers; a staff development class; book discussions which helped in the selection of books for the grant purchase; a grant application for multicultural materials; and challenges to implementation. In evaluating the need to continue book discussion groups with teacher and library media specialists and students throughout the school district, it was examined whether the book discussion group: (1) increased the number of books people read for pleasure; (2) encouraged book discussions; (3) encouraged the selection of quality fiction; (4) encouraged people to suggest titles to others; (5) encouraged people to suggest an author's works with reasons for the suggestion; (6) increased reading for understanding; (7) increased class participation for reading assignments; (8) enhanced vocabulary; (9) increased class participation for reading assignments; (10) increased empathy for characters; (11) built communication in the discussion groups; and (12) lead to lifelong learning. Four years of field testing book discussion groups for students and/or educators experiences illustrate that the groups enhance the love of reading and lifelong learning. (AEF) |
| format | Recurso educativo Open Access |
| id | eric_ED400861 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1996 |
| record_format | eric |
| spellingShingle | Teachers as Readers/Students as Readers. Jones, Wanda F. Communication (Thought Transfer) Elementary Secondary Education Fiction Grants Group Discussion Librarians Lifelong Learning Program Development Reading Habits Reading Interests Reading Materials Recreational Reading Role Models Strategic Planning Student Interests Student Motivation Teacher Role Teachers as Readers/Students as Readers. Jones, Wanda F. Communication (Thought Transfer) Elementary Secondary Education Fiction Grants Group Discussion Librarians Lifelong Learning Program Development Reading Habits Reading Interests Reading Materials Recreational Reading Role Models Strategic Planning Student Interests Student Motivation Teacher Role The teacher and the librarian are key role models for students establishing reading habits. This paper describes various grant application projects developed in the Little Rock Public School District (Arkansas) to promote reading for pleasure by students and teachers. Discussion includes: student evaluation; developing a communication network of professionals with which to discuss fiction books; collection development; focusing on teachers who read and encourage students to become lifelong readers; a staff development class; book discussions which helped in the selection of books for the grant purchase; a grant application for multicultural materials; and challenges to implementation. In evaluating the need to continue book discussion groups with teacher and library media specialists and students throughout the school district, it was examined whether the book discussion group: (1) increased the number of books people read for pleasure; (2) encouraged book discussions; (3) encouraged the selection of quality fiction; (4) encouraged people to suggest titles to others; (5) encouraged people to suggest an author's works with reasons for the suggestion; (6) increased reading for understanding; (7) increased class participation for reading assignments; (8) enhanced vocabulary; (9) increased class participation for reading assignments; (10) increased empathy for characters; (11) built communication in the discussion groups; and (12) lead to lifelong learning. Four years of field testing book discussion groups for students and/or educators experiences illustrate that the groups enhance the love of reading and lifelong learning. (AEF) |
| title | Teachers as Readers/Students as Readers. |
| topic | Communication (Thought Transfer) Elementary Secondary Education Fiction Grants Group Discussion Librarians Lifelong Learning Program Development Reading Habits Reading Interests Reading Materials Recreational Reading Role Models Strategic Planning Student Interests Student Motivation Teacher Role |
| url | https://eric.ed.gov/?id=ED400861 |