# data[].attributes.body
I hope to incorporate a lot from what I learned from the book and what ideas I got from the discussions. I am going to start a staff newsletter to hand out featuring new books and interesting books on topics that could be relevant to their class. I want to have one library class a month (I am on a fixed schedule in elementary school) to be a free read library day to encourage students to find a book for the joy of reading. I would also like to take the time during this free read day to connect some of my reluctant readers with a series that they may be interested in. Instead of taking only five minutes to find a student something, this free reading day can allow me to actually get to know what a student likes and show them multiple options instead of a quick options. I am determined to find a way to have reading challenges in the school year. I want to make it fair and engaging for students and hope to make the reading Challenge something that students look forward to every year. I have loved both reading the physical book and getting the chance to discuss it with other librarians. It is a wonderful way each week to have a connection to like minded people!

# data[].attributes.body
Currently our school’s reading community needs work. However, I feel like the community itself is always there for each other. I am optimistic that we can get more students and staff excited about reading. I note notes from others ideas and plan to try some tomorrow.

# data[].attributes.body
I truly believe in in Donalyn's writing and feel like I got a lot out of it!! I plan to implement the Mindful Reading Monday at 7th and hopefully 8th grade for next year as well as working on building the community with the elementary grades so when they get up to JR/HS they already have a reading community.

Big takeaway: Keep working at getting more students to read as it is such a great need and that reading communities are very important to this process!

# data[].attributes.body
The reading community is more of a hit and miss. I want to build it more and think that I might be able to with some teachers.

# data[].attributes.body
I feel like so many of my high schoolers need to discover their reading why. They haven't experienced joy in reading for so long that some have no memory of when they enjoyed reading.

My morning announcement idea that I put in the other column is definitely one way I can reach out. Maybe making more videos (or finding book trailers) for teachers to include each Friday. Just finding ways to make it easier for them to remind students that it is possible to read for pleasure!

# data[].attributes.body
The reading community in my school feels like it's getting weaker and more disjointed. I lost a large friend group of readers over the past two years, and now I feel I have to rebuild it somehow.

I have connected with some new freshmen readers this year and hope that the last book club book of the year will help to bring more readers together.

I'm thinking about offering an anonymous book review of the week so that readers can get their voices out but don't have to be put on the spot to read it out loud on our morning announcements. Now I just need to round up those first few reviewers to put themselves out there enough to write up a script for me and hopefully help others see that they are not the only readers and that a community DOES exist here for them!

# data[].attributes.body
Pretty poor at my school - some teachers are really invested and take advantage of opportunities to have students read. Others get bogged down in the curriculum and don't ever have students read and don't even have a classroom library set up. I definitely contribute to the problem - being relatively new to the position and trying to build my collection back up I have been hesitant to let books go home (because they don't come back), knowing that my students don't have access to books at home.

I think there needs to be more of a building-wide push throughout the year. DEARs scheduled once or twice a month, everyone is taking books home, and incorporating more independent reading during library, etc.

# data[].attributes.body
Our school's reading community is disjointed. I know teachers read and come in to ask for book recommendations for themselves or a student. One teacher shares book talks or book trailers with her students and assigns them an independent reading project but doesn't give them independent reading time during class. One teacher offers students ample time to read independently, but the practice doesn't continue at other grade levels. One teacher will give students time to read occasionally, but it has to be a book from her classroom library. I have teachers who will hang book posters I make in their classrooms but may never mention them. We have so many teachers who read personally, but I don't know how much they share that with students. We trade books and recommendations with each other. How do we make it more cohesive as a building?

# data[].attributes.body
How do we transfer these ideas to a high school (9-12)? I want to try some of the things mentioned in the book, but I wonder how different it would look for older students. There are more obstacles because their reading habits are more ingrained. I also don't have a set time with them, so I'm relying on classroom teachers to work with me to implement some of these ideas. Do I need to teach an elective class? Are there passive things I can do in the library? Are the conversations I have with students enough?

# data[].attributes.body
I am inspired to make a handout for parents that I can give out during our open house that includes the research from this book. Something like a one-pager that is eye-catching!

# data[].attributes.body
I loved Alison's idea about posting what the teachers are reading so kids can see that we like to read all different things!

# data[].attributes.body
Read first chapter Friday books and use graphic organizers (change each week) Then add students thumbs up thumbs down if they liked the story. Then a discussion usually just naturally happens. What did you like? Why didn’t you like it? Did you make any connections with the main characters? How would you feel if that happened to you? What would you do?

# data[].attributes.body
In chapter 4, on pages 129-130, I LOVED how the authors gave us alternatives to a typical written response that we can use to get our students to deepen their understanding. The one method that jumped out at me the most was the "interpretive response" because I love a good character analysis.

# data[].attributes.body
Create a Playlist of music that connects to a book that is read.

# data[].attributes.body
Gretchen shared: "I have a table labeled the "tasting table" where I put a variety of books each week of all sizes and genres.  This is so that kids that can't check out books because they forgot theirs, can sit down and taste books while they are waiting for the other kids to check out." I love this idea!

# data[].attributes.body
This exercise made me remember a book that was so special to me in high school-- Silver by Norma Fox Mazer. Did anyone else read it?

This book is specifically tied to a memory of a tough time, and when I was back in my room after the event-- I reached for Silver. While this is not exactly the joy of reading, it certainly is the comfort of reading.

# data[].attributes.body
One thing that Chapter 3 stressed that really resonated with me was student choice. I am a big believer that students that think they "hate" reading, just haven't found the right book yet.

I also liked how she said students like to re read books and find comfort reading over a favorite book. I usually don't re read books because there is sooooo much I want to read but I have years later re read a book and I love the familiarity yet a new perceptive. My son loves re reading the Eragon series whenever life gets stressful and he needs a break, he discovered it in 7th grade and although he reads many other books, I often hear him telling me he read it again. (Now age 25) So re-reading resonated with me.

# data[].attributes.body
I was given books as a child but I do not have any memories of my parents reading to me. If anything, they gave me the impression "reading was bad." My mom spoke of a friend or hers that always had "her nose stuck in a book" and she wondered what was wrong with her. So my memories of being read to started in the school library. I loved it and remember "The Giving Tree" as being the first book that really moved me. I read "Little House on the Prairie" series in elementary and thought I would grow up to be Laura Ingalls, and be a teacher. I then had a few teachers that forced us to read only books that were for our reading groups so I developed a hate for reading. I don't think I read a book from 6th grade to 10th grade when I had an amazing English teacher, Mrs. St. Amour, that allowed us to choose and I fell in love with reading and haven't stopped reading since.

# data[].attributes.body
Responding to Noelle: I am sorry that the MS has decided on this course of action as we all know free choice works much better. Perhaps you could find more books that are within the topics of the curriculum and convince some the ELA to give those books an option? It's a really tough situation. Additionally, when they are with you, giving them time to see (and book talks) what is available in the library for choice reads can only help but you know this already.

# data[].attributes.body
I love rethinking giving studnets time for reading. I feel as though my library time is so focused on teaching skills and not enough time with simply reading. I almost feel as if I am doing a "bad job" if students are just reading. Plus, what about those who don't like to read? Or what about those who forgot to bring the book they are currently reading to the library?

# data[].attributes.body
One thing that has resonated with me is always students to have full choice. I used to discourage younger students from choosing the "too scary" books, but after our conversations last week, I gave them permission to have free choice in the library. We still discussed making sure you can read and understand it, but I won't discourage any choices anymore.

# data[].attributes.body
One thing that I feel strongly about and the book states is that leveled reading is not the way to get students to read!! I would not be the reader I am if I was told I could not read the college 101 psychology book when I was 12!

# data[].attributes.body
I have been trying continuously to encourage teachers to work time into their day to give independent reading!

# data[].attributes.body
Chapter three has my head spinning. I try not to limit my students' selections, but I am realizing they need more support in selecting their books and making book choices they will enjoy. Case in point, 2 third graders just fought over who could take out the "biggest" (thickest) book.

# data[].attributes.body
I really appreciated the encouragement to think back about the books that made me. When I was a kid its was a lot of series like Magic Tree House, A Series of Unfortunate Events, and of course Harry Potter. As I got older I moved into more horror with Stephen King and anything featuring a Vampire (except Twilight, teenage me was offended; vampires DON'T sparkle). As I've gotten older and shifted my career to be a librarian I started being more intentional in my reading choices having noticed the same prevalence of white male authors that Donalyn had noted. I have started using history months to give me motivation to read on theme, like my first Pride as a school librarian I ONLY read books by/about members of the LGBTQIA+ community and really enjoyed the books I discovered including bridging into more nonfiction which is something I don't naturally gravitate towards.

# data[].attributes.body
The librarian at my feeder middle school said that she's noticed that students come to her and don't know their favorite genres or authors. Something I've been considering implementing next year is a series or genre reading program. Students would get a punch card or something similar and I would punch it if they checked out and read a book from the different genres or a certain number of books within the series. If they complete the punch card they get a prize. Still a work in progress (how do I know they actually read it? Would I count if they read a book from the classroom or the public library?) so if you've done something similar, I'd love to hear!

# data[].attributes.body
Our school is in the processing of purchasing an ELA curriculum. The one they chose expects students to be reading a class title and a "choice" title. I put that in quotes because the choice is between 5-10 books on the same topic as the unit. It is not totally free. I am worried this will set us back even more in terms of choice reading and students finding their inner reading lives. How will I still champion student independent reading? How can I do this while they are reading two books at once for ELA class? I would love any suggestions or commiseration!

# data[].attributes.body
With limited budgets, how do you balance student interest versus curriculum needs versus diversity when placing book orders? Is it better to have books that students want to read available, even if they don't meet curriculum or diversity needs?

# data[].attributes.body
Chapter 3 "resonating" thoughts: The FOUNDERS of F&P recognize that their system is being used incorrectly and this is harming the reading development of children. WOAH. Gee, do ya think maybe we should defer to the folks who created the system and follow their expertise?!

Reading a series = binge-watching a show: YES! That is how I feel about it. I have just finished reading 3 very long series of books (Myron Bolitar series by Harlan Coban, Detective D.D. Warren series by Lisa Gardiner, and Inspector Gamache series by Louise Penny). I feel like I binge-watched a show, and now want to go back and start them all over again since I enjoyed them all SO MUCH!

# data[].attributes.body
Perhaps a DEAR time when they come to library? Such as, the first ten minutes we come in and read quietly while I take attendance

# data[].attributes.body
What to Read Next binders

# data[].attributes.body
I was struck by how in chapter 2 the author's talk about teaching kids to find time. So often I hear from students that they have no time to read, when will they be able to finish the books they have checked out, etc. I have a 4th grade book club where I start off slow with the reading for them to complete before our next discussion, but when I asked for them to read 13 chapter over break, over 100 pages they were freaked! Most book club members thought they wouldn't be able to read that much before the next meeting, but when I explained how they didn't need to read all 100 pages at once, you read 10 pages at once they all said an audible "oh..." And all students were able to read all the pages when we met after break. These kids love reading, and are avid readers but they were still worried about how much they were expected to read. I think it is important to not forget take the time to talk about little things like how to find time to read.

# data[].attributes.body
Musical Books! Same idea as musical chairs, but with books! :) Fun!

# data[].attributes.body
Obviously reading anything helps with literacy and learning in all ways. However, I feel like there is something to be said for reading diversely, not necessarily different genres but for the different "joys" to be a well-rounded person.

We should all read to be shocked and read to understand others and read to find our place in the universe. Reading to understand ourselves, others, and the world isn't necessarily something we always need to do, but isn't it something that's good to strive for as a citizen? For a lot of us, this is work. (I loved reading, but hated ELA books.) And if we don't read for these reasons in high school, I feel like we won't ever read for some of these reasons. It seems to me that this is a lot of what makes ELA difficult and not fun for kids in secondary school. But does anyone also think that it is necessary?

# data[].attributes.body
I appreciated reflecting on the books that made me in my childhood/teen years:

The Song of The Lioness Quartet (feminism, girl power, the value and difficulty of paving one's own path), The Saddle Club (confidence, middle school popularity issues, etc…), Borgel (absurdist humor), Polgara the Sorceress (seeing the world beyond a normal lifespan, the necessity of human connection for meaning and sustenance), My Side of the Mountain (connection to nature)

# data[].attributes.body
Cameronś quote on page 22 about the silence being the best thing about reading resonates with me. Our school days are pack with learning targets and schedules. Carving out the time in busy school days should be made a priority as this send clear messages to our students about the value of reading.

# data[].attributes.body
Joy of Familiarity and Joy of Expansion are all rooted in diversity and representation in texts. If states are removing these titles from the shelves then those marginalized populations are not going to be able to connect with books!

# data[].attributes.body
On page 27, this sentence resonated with me: "Our current testing culture in schools-a culture that belittles and undermines the role of joy in reading-significantly influences why so many young people hate to read." I connected to this because although I understand why schools and teachers feel pressured to "teach to the test", it does not help build a love of reading or a love of books. This culture also feeds the flame of reading being only a "school thing". I struggle with this because as we all know, the more you read, the better you get at it and the easier school will be. I work with only struggling readers and I would love for school to be easier for them but it is a big fight when they hate to read due to the testing and not seeing the value of being a reader.

# data[].attributes.body
The joy of reading is a theoretical concept that should be in actual practice in not only school, but society. Even adults often read to "check a box", and it's a habit I myself recognize that I have fallen into.

When faced with teachers who want students to read "certain books", I get around it by saying "You may check out (insert grade level allocated amount) books, and your teacher would like you to check out a chapter book....so you get a bonus book!" Students still get their choice, and our chapter books tend to move more and actually get read.

# data[].attributes.body
I appreciated the 7 "Joys" of reading. I could pinpoint specific titles I have read throughout my life for each of the "joys."

# data[].attributes.attachment_link.title
Dorrie the Little Witch Series by Patricia Coombs

# data[].attributes.attachment_link.description
Dorrie’s Magic, Dorrie and the Blue Witch, Dorrie’s Play, Dorrie and the Weather Box, Dorrie and the Witch Doctor, Dorrie and the Wizard’s Spell, Dorrie…