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Principal's Reading Challenge
Choice
Champion reading - extra curricular activity
Lunch for Year 7 (encourage reading & playing games) discourage laptops @ lunch
Year 7 Reading program

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Q6. Shorter stories that are obviously engaging, Hi-Lo, more sport fiction.

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Q6. Shorter stories that are obviously engaging, Hi-Lo, more sport fiction.

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some are over - reduction in quality as a series continues
characters are too predictable
editors need to do a better job.
tick a box of every teen issue
over used plot devices
cli -fi popular
need for positivity in books, themes
good friendship role modelling
positive indigenous role modelling
more humour within novels.
7-9 boy fiction gap

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I say to the pupils; I never censor but I do guide.  And eventually... that works ...

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I say to the pupils; I never censor but I do guide.  And eventually... that works ...

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Funny stories
Misalignment between heavy themes and younger style of writing

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Q2 -- Is it responsibility of TL's, classroom teachers or parents to "censor" books?

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Q2 -- Is it responsibility of TL's, classroom teachers or parents to "censor" books?

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Q5. Via newsletter articles. Some parents have been advised that they can listen to an audiobook with their child in the car. reading lists for parents are useful.

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Q5. Via newsletter articles. Some parents have been advised that they can listen to an audiobook with their child in the car. reading lists for parents are useful.

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Q4. Have a good relationship with students. Find ways to promote new books to all students across the schools. Is challenging with limited access. 

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Q4. Have a good relationship with students. Find ways to promote new books to all students across the schools. Is challenging with limited access. 

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You need support from school leadership

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Parents? difficult to access and differing ideas
School policies /restrictions
experience readers - tl's, library staff, teaching staff

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Sending home reading lists to parents
Publishing reading recommendations in the newsletter
Breakfast presentations of suggested titles
Parent/student 'book pack' for parents to read with the student - could be loaned from the library and contained 2/3 copies of the book accompanied by discussion questions
Parents are allowed to and encouraged to borrow from the school library

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Q3. TL's, but if a student really wants a book they can read it with parental permission.

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Q3. TL's, but if a student really wants a book they can read it with parental permission.

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The Children's Bookshop
Book Curator
Local bookshops
Children's Book Daily

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Executive support for wide reading during specific periods which are blocked exclusively for reading
Dedicated library lessons that include time used specifically for sustained reading
TL identifying and gathering texts for students to choose that exposes students to the rage of genre, styles and subject matter in the collection

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Good Reads, Common sense, own tl's reading, Magpies, Good Reading, Read plus - subs. Aust, novelist plus (Ebsco), library facebook library groups, local bookseller, conversations, request form, Award websites - shortlists - KOALA/YABBA, CBCA, PRC lists, Premier's Literary Awards/ Prime Minister's Literary Awards.
Literature base
Publisher's websites
Kirkus
Inside a Dog?

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2.  Surveying students -  challenge is trying to balance "super readers" with reluctant readers.

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2.  Surveying students -  challenge is trying to balance "super readers" with reluctant readers.

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1. In your experience what are the key influences and challenges in connecting students to books?

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1. In your experience what are the key influences and challenges in connecting students to books?

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-Relationships are key and rapport needs to be built
lack of opportunity eg. timetabling for library access
- Close connection with the English department
- What are you reading? Discuss for 15 minutes. Good to talk about books. Students need to be guided in asking different questions. Talk about books at the beginning of the wide reading lesson with a top class. Talks after reading too are helpful.
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Balancing 'Fiction vs.  Non-Fiction' readers

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Balancing 'Fiction vs.  Non-Fiction' readers

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Q2. Library monitor and student suggestions. Use standing orders. TL research.

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Q2. Library monitor and student suggestions. Use standing orders. TL research.

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Time is a major constraint (pressure of the syllabus)
English teachers rarely visit the library
Asset - library technician who reads YA - talks to students  about current YA trends
Responding to student book requests
Positive reading culture: students connecting with books

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Parents
Library staff

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powerful staff member on board from elsewhere in school to lobby

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4. Extra curricular activities such as Premier's Reading Challenge, Kids Lit Quiz, Write a Book in a day, author visits etc.

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4. Extra curricular activities such as Premier's Reading Challenge, Kids Lit Quiz, Write a Book in a day, author visits etc.

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Q1. Access to students - For example - TL's on class. Also, library size is small so classes cannot come in very often.

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Q1. Access to students - For example - TL's on class. Also, library size is small so classes cannot come in very often.

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time - tl's time, student time, timetabled classes, teacher's time,
Challenge of English teacher time.

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1. Accessing the students - beyond lunchtime etc

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1. Accessing the students - beyond lunchtime etc

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Good Reading magazine
Student recommendations - word of mouth, online recommendation forms, physical suggestion box,
Magpies magazine
Experts in the field - Paul McDonald
Peer recommendations (students recommending books for their peers)
Instagram (bookstagram)
Guardian

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1. School collection policies can influence students connecting to books

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1. School collection policies can influence students connecting to books

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*engagement of parent community is not enough throughout schools
*teenagers are also trying to separate from parents and create own identity

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- Increasing size of cohorts and limited number of TLs
- Whether or not reading and library initiatives are valued by leadership

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student motivation - lack of

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6. If you had the opportunity to advise publishers of gaps in the market based on student requests or your observations, what would you suggest? 

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6. If you had the opportunity to advise publishers of gaps in the market based on student requests or your observations, what would you suggest? 

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2. When selecting books for the school library what sources of information about books do you use? This is an opportunity to add to your preferred selection tools.

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2. When selecting books for the school library what sources of information about books do you use? This is an opportunity to add to your preferred selection tools.

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1. In your experience what are the key influences and challenges in connecting students to books? 

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1. In your experience what are the key influences and challenges in connecting students to books? 

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5. How can teacher librarians work with families to support students' reading for pleasure?

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5. How can teacher librarians work with families to support students' reading for pleasure?

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4. What strategies can libraries use to support the integration of reading for pleasure in the busy school curriculum?

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4. What strategies can libraries use to support the integration of reading for pleasure in the busy school curriculum?

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3. Whose responsibility is it to decide what is appropriate for students to read?

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3. Whose responsibility is it to decide what is appropriate for students to read?