Slow Reading: the Power to Transform

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Reading programs and the support of a culture of reading is a common commitment in school libraries.  As teacher librarians, and librarians, we promote reading for enjoyment as a means of raising literacy levels through activities such as reading classes; engaging children in the Premiers’ Reading Challenge; running Book Clubs or supporting English teachers. To this end, the Synergy article Slow Reading: The Power to Transform by Dr Pam Macintyre, Senior Lecturer in Portfolio of Design and Social Context in the School of Education at RMIT is of particular interest.

In this article Pam says it’s logical to state, ‘greater understanding produces greater pleasure when reading’.  To fully understand and learn the skill of reading she encourages us to take time and to give students time, through a process of ‘slow reading’ saying:

Students need us to slow the reading, to model and facilitate the enjoyment of contemplation and the sharing of responses and interpretations. We need to share our enjoyment of language, and the delight in the places reading can take us well beyond the physical, geographical, emotional, intellectual boundaries of our daily lives. We also need to share our knowledge and pleasure about the how of what is said, not only the what.

Pam mentions the Australian research, the Children and Reading literature review which reports a 4% drop in the number of children reading for pleasure between 2003 and 2012.  As a passionate advocate of adolescent reading, she notes the opportunities for further research in this field as reading formats change from hard copy to digital.

In promoting a reading culture Pam quotes Terry Eagleton’s, How to Read Literature (2013)  and urges us to encourage in students a peculiarly vigilant type of reading, ‘one which is alert to tone, mood, pace, genre, syntax, grammar, texture, rhythm, narrative structure, punctuation, ambiguity’ (2013, p. 2).

This article, published in SLAV’s professional journal Synergy, provides teacher librarians and educators involved in raising literacy levels through a formal reading program, with a thoughtful approach to developing skilled readers.  Synergy is published bi-annually and is freely accessible online, apart from the two most recent editions.  It is a valuable source of research relating to school libraries.

Libraries reinvented: No.1 of the top 10 list

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Last week a headline in eSchool News caught my eye – Top 10 of 2014, No 1: Libraries reinvented.  I tend to ignore social media notifications citing the Top 5, 10, 20 or 120 of the best tips, tools and everything you can imagine, but this one was a pleasant surprise worth investigating as it said:

Each year, the eSchool News editors compile 10 of the most influential ed-tech developments and examine how those topics dominated K–12 ed-tech conversations.  No. 1 on our list for 2014 is the new role of school libraries.

School libraries have evolved from quiet places to read books into bustling centers [sic] of collaboration, learning, and research. School librarians are emerging as leaders as they help teachers learn valuable technology integration skills. They also teach students how to research and evaluate information.

Many of us associated with school libraries have been focussing on the evolving role of school library personnel, and the function of the library within the school community for some time.  It’s interesting to note that eSchool News has made this selection because the ‘new role of school libraries’ has dominated K–12 ed-tech conversations during 2014.  This is good news. Mentioned in the post are two articles:

Here in Australia, potential and actual change in school libraries has been documented in School Library Assoc of Victoria (SLAV) publications, and those of other relevant organisations. Examples of articles in SLAV’s Synergy journal  (all but most recent edition is open source) which support the new model of school library and have guided the work of many of us in school libraries are:

I have to agree with Doug Johnson in his commentary of the eSchool news article however when he says, ‘Be warned – this phoenix will not be the same-old, same-old bird of the past, but a new creation, technology-infused, best practices-drive, with a new kind of librarian in the lead.’

School libraries are a vital resource in the life of a student – if they’ve moved into the 21st century.  They are exciting places of instruction, support and learning that students can call their own.   They are both physical and digital environments which are part of the life of the school through a range of learning and recreational activities.   Most importantly, they are lead by progressive, open minded individuals with a collaborative attitude and the courage to change.

What’s happening in your school library? Be a library leader today!  It may sound cliche but this truly is a time for school libraries to show a new face on the future but be warned…. it’s not the ‘same-old bird’.

‘Synergy’ school library journal – open access

synergy

The journal Synergy, published by the School Library Association of Victoria (SLAV) began life as a paper journal in 2003. It is a partially refereed professional journal with a focus on the wider world of education and best practice in school librarianship. Edited by Dr Susan La Marca, it is published twice a year.

In 2009 Synergy moved online, but was closed, only accessible to members of the association.  But this year brings change – as of May 27th the back issues of the journal have been made available to anyone. The current issue remains for members only (you can see the contents) and it will be moved to open access as each new edition is published.  SLAV has made the decision to open access to back issues of Synergy because it believes in a culture of collegiality and knowledge dissemination.

Synergy website is http://www.slav.vic.edu.au/synergy/

Synergy has published some wonderful articles during its 10 year history.  They largely reflect Australian school library research and practice written by experienced practitioners, but also include a global perspective.   Professor Ross Todd and Dr Carol Gordon – Rutgers University, USA have been generous contributors over the years, sharing best practice and innovative ideas.

A sample of articles now available online are:

Synergy also reviews professional publications in the field of school librarianship in a dedicated reviews section in each edition.

School Library Association of Victoria leaders hope making Synergy accessible is useful to the broader community of school librarianship. They welcome your feedback on the journal and the move to open access. Contributions of future content are always welcome.

 

Wesley College investigates eReaders

The 2009 SLAV Research Grant recipients Wilma Kurvink and her team Marie Turnbull, Bart Rutherford, Margaret Pajak, Meg Moores and Cameron McIntosh, at Wesley College have just completed a study into using eReaders at school. Wilma has kindly shared an edited version of her report with readers of Bright Ideas. A fuller account will be published in SLAV’s Synergy online journal shortly.

To be published in the next edition of Synergy
This project explored the potential of e-texts and e-readers as a viable technology to maintaining the linear text as a key modality in an educational setting, and for reducing printed materials and waste.
At the time of writing the research outcomes the Apple iPad was to be launched,  promising a step closer to a seamless integration of e-texts into a device. By now many readers will have seen, or purchased the iPad and some of the information in the article will be outdated, and superseded. This serves to highlight how rapidly the publishing industry is changing as texts are changing into digital formats. Now it is possible to incorporate non text materials into linear text, which challenges traditional notions of material descriptions in library catalogues.
While comparisons with the iPad and its promise of multiple formats, and applications in a single tablet device are tempting, it exceeds the scope of the research. Our trial was conducted on e-readers that use e-ink technology, and the various operating systems they are coupled to. iPads and related tablet technology, have a backlit screen and encompass many functions, including games, video and email.  The e-ink technology, and readers we trialled were solely dedicated to the delivery and consumption of linear text.
Trial summary and results overview
The project consisted of 3 strands of inquiry
A comparative study of 10 older and 21 younger readers was undertaken, examining the affective domains, and the associated experiences of reading in a new device. The devices trialled were Iliad and Cybook e-readers.
The testing of models of delivery and acquisition of e-texts to a device, examining the issue of Digital Rights Management in the acquisition process. Exploration of the potential integration of e-texts into the formal catalogue and purchasing systems in the college.
An investigation of  how the e-Reader and e-text adoption would  influence the publishers and distributers, inquiring into whether publishers and distributors would to adopt models that make purchasing and management practical for the school sector.
The trial took place between April 2008 and November 2009.
The research outcomes show that older readers were significantly more engaged with and accepting of the e-reader device than younger readers. The research also pointed to older readers being more established readers who viewed the e-text and e-reader combination as providing an extension of their reading. Although all younger readers were experienced readers, they related less well to the device overall, and were less inclined to continue to read with it. The research highlighted significant generational difference in the trial groups- both in relation to reading itself and how technology may impact or change it.
The trials revealed significant difficulty for schools in the purchase any e-text to be transferred to a device. Major issues were identified in the current deployment of Digital Rights Management as it is embedded in many of the transactions related to purchase. In addition limited access to titles both locally and globally are affected by restrictive practices in copy right and digital rights management.
The investigation demonstrated that the publishers and distributors had not considered the library sector as a significant player in the e-text expansion, and the school sector as even less so. The research also highlighted a lack of planning across the publishing sector to guarantee a technical delivery of e-text that was seamless across sectors and industry instead opting for multiple formats and delivery in a competitive environment.
Conclusions
The e-reader and e-text trial undertaken by the Wesley College Library team demonstrated that the younger readers in the trial were less satisfied with the e-text and e-reader combination that the adult readers. Adult readers spent more time reading in the trial, and were more committed to continue with an e-reader. Younger readers were more critical consumers of the technology, more inclined to experiment with then and also found less reason to read an e-reader when a hardcopy was available. This tendency became less pronounced when it came to older students who saw benefits in using an e-reader/e-text combination in preference to using hard copy text books.
The implementation of e-texts combined with e-readers in a conventional library acquisition and cataloguing system is practically unworkable, mainly due to the amount of Digital Rights Management embedded not only in the acquisition and title transfer process but also in the restrictions placed by suppliers on the readers themselves and the number of devices that can be used to transfer titles to. It must be conceded that e-readers are most effective when they are personal devices which are personalised by their user. Article collections and e-book titles cannot be transferred from one e-reader to another, and over time an e-reader that belongs to a person becomes as idiosyncratic of the users interests as does their bookshelf at home, or the bookshelf and file in the office.
More advantageous for school libraries and academic libraries are the options of subscribing to e-text collections and e-text libraries such as can be done with Warners, and EBL for instance. These options can be offered in existing technical systems in schools, or could become a reality for many schools via consortia purchase. Equally, involvement by state education departments in developing e-text access for text book delivery may be advantageous from many perspectives, particularly from a sustainability viewpoint and to reduce the weight of school bags for students travelling to and from school.
The paper concluded that while publishers, and on sellers were still formulating models to publish and disseminate e-texts, a window of opportunity exists for libraries to reconsider their role in the mediation of e-text materials. To successfully take up the opportunity will involve cross sector collaboration to overcome digital rights management and copyright issues, as well as overcoming the technical difficulties that accompany the current modes of delivery.  In addition, consortia models for e-text delivery to schools will need to be developed to ensure that school libraries can deliver access to all, regardless of the resourcing levels within individual schools. Ensuring equity for students to be at the heart of all quality library programs, and should drive this innovation.

To be published in full in the next edition of Synergy

The paper concluded that while publishers, and on sellers were still formulating models to publish and disseminate e-texts, a window of opportunity exists for libraries to reconsider their role in the mediation of e-text materials. To successfully take up the opportunity will involve cross sector collaboration to overcome digital rights management and copyright issues, as well as overcoming the technical difficulties that accompany the current modes of delivery.  In addition, consortia models for e-text delivery to schools will need to be developed to ensure that school libraries can deliver access to all, regardless of the resourcing levels within individual schools. Ensuring equity for students to be at the heart of all quality library programs, and should drive this innovation.

This project explored the potential of e-texts and e-readers as a viable technology to maintaining the linear text as a key modality in an educational setting, and for reducing printed materials and waste.

At the time of writing the research outcomes the Apple iPad was to be launched,  promising a step closer to a seamless integration of e-texts into a device. By now many readers will have seen, or purchased the iPad and some of the information in the article will be outdated, and superseded. This serves to highlight how rapidly the publishing industry is changing as texts are changing into digital formats. Now it is possible to incorporate non text materials into linear text, which challenges traditional notions of material descriptions in library catalogues.

While comparisons with the iPad and its promise of multiple formats, and applications in a single tablet device are tempting, it exceeds the scope of the research. Our trial was conducted on e-readers that use e-ink technology, and the various operating systems they are coupled to. iPads and related tablet technology, have a backlit screen and encompass many functions, including games, video and email.  The e-ink technology, and readers we trialled were solely dedicated to the delivery and consumption of linear text.

iLiad

Trial summary and results overview

The project consisted of 3 strands of inquiry

A comparative study of 10 older and 21 younger readers was undertaken, examining the affective domains, and the associated experiences of reading in a new device. The devices trialled were Iliad and Cybook e-readers.

The testing of models of delivery and acquisition of e-texts to a device, examining the issue of Digital Rights Management in the acquisition process. Exploration of the potential integration of e-texts into the formal catalogue and purchasing systems in the college.

An investigation of  how the e-Reader and e-text adoption would  influence the publishers and distributers, inquiring into whether publishers and distributors would to adopt models that make purchasing and management practical for the school sector.

The trial took place between April 2008 and November 2009.

The research outcomes show that older readers were significantly more engaged with and accepting of the e-reader device than younger readers. The research also pointed to older readers being more established readers who viewed the e-text and e-reader combination as providing an extension of their reading. Although all younger readers were experienced readers, they related less well to the device overall, and were less inclined to continue to read with it. The research highlighted significant generational difference in the trial groups- both in relation to reading itself and how technology may impact or change it.

eReader image

The trials revealed significant difficulty for schools in the purchase any e-text to be transferred to a device. Major issues were identified in the current deployment of Digital Rights Management as it is embedded in many of the transactions related to purchase. In addition limited access to titles both locally and globally are affected by restrictive practices in copy right and digital rights management.

The investigation demonstrated that the publishers and distributors had not considered the library sector as a significant player in the e-text expansion, and the school sector as even less so. The research also highlighted a lack of planning across the publishing sector to guarantee a technical delivery of e-text that was seamless across sectors and industry instead opting for multiple formats and delivery in a competitive environment.

Conclusions

The e-reader and e-text trial undertaken by the Wesley College Library team demonstrated that the younger readers in the trial were less satisfied with the e-text and e-reader combination that the adult readers. Adult readers spent more time reading in the trial, and were more committed to continue with an e-reader. Younger readers were more critical consumers of the technology, more inclined to experiment with then and also found less reason to read an e-reader when a hardcopy was available. This tendency became less pronounced when it came to older students who saw benefits in using an e-reader/e-text combination in preference to using hard copy text books.

eReader satisfaction survey

6 rated as excellent, 5 rated as very good, 4as good, 3 as acceptable, 2 as poor and 1 as very poor

The implementation of e-texts combined with e-readers in a conventional library acquisition and cataloguing system is practically unworkable, mainly due to the amount of Digital Rights Management embedded not only in the acquisition and title transfer process but also in the restrictions placed by suppliers on the readers themselves and the number of devices that can be used to transfer titles to. It must be conceded that e-readers are most effective when they are personal devices which are personalised by their user. Article collections and e-book titles cannot be transferred from one e-reader to another, and over time an e-reader that belongs to a person becomes as idiosyncratic of the users interests as does their bookshelf at home, or the bookshelf and file in the office.

6 rated as excellent, 5 rated as very good, 4 as good, 3 as acceptable, 2 as poor and 1 as very poor

6 rated as excellent, 5 rated as very good, 4 as good, 3 as acceptable, 2 as poor and 1 as very poor

More advantageous for school libraries and academic libraries are the options of subscribing to e-text collections and e-text libraries such as can be done with Warners, and EBL for instance. These options can be offered in existing technical systems in schools, or could become a reality for many schools via consortia purchase. Equally, involvement by state education departments in developing e-text access for text book delivery may be advantageous from many perspectives, particularly from a sustainability viewpoint and to reduce the weight of school bags for students travelling to and from school.

Thanks to Wilma and her team for undertaking and sharing this valuable research. A reminder that the full account of the research will be published in the next online edition of Synergy. A reminder to SLAV members that if you have mislaid your Synergy login details, please contact the SLAV office for assistance.