3+Importance


 * media type="file" key="The Importance of bookclub.mp3" width="240" height="20"Importance of Book Clubs**

====Teachers and teacher-librarians who take on the role of literacy leaders are “an essential support for the overall literacy program in our schools” (Rosenfeld, 2007, p.6). In this support role, we need to advocate for book clubs in our schools. Something as simple as a book club meets many educational needs. Through book clubs we can foster a love of reading and provide students with choice, an opportunity to connect and socialize, to read for a variety of purposes and yes, even to improve their reading skills and thus reading scores. Book clubs can help to create life long reading habits. Since students are "often sent to the library to research an assignment or find information for a report...reading and the library are associated with work" (Ohlmeyer, 2010, p.42). Book clubs help to thwart this perspective. ==== Cart (2007) summarizes Joel Shoemaker’s view that his role as “a literacy leader means keeping his focus on creating, sustaining, and promoting a community of readers” (p.8). Students want to be part of a group. An easy way to provide a format for building this reading community is to facilitate book clubs. Rosenfeld (2007) points out that typically teacher-librarians have “promoted the love of reading and have nurtured the lifelong reading habit by providing access, developing excellent print collections, and promoting independent reading in a variety of ways” (p.6). How often have you heard that we want our students to become lifelong readers? Book clubs provide a vehicle for developing this lifelong reading habit and are an engaging way to promote independent reading.

====Book clubs can help change students' attitudes towards reading. Over the last decade it has been well documented that student enjoyment of reading is spiralling downward. While the need to achieve high test scores has influenced classroom practice, the end result is that most students equate reading with work. "The number of Ontario Grade 3 and Grade 6 students who say they like to read has declined significantly over the past decade, according to a new report" (CTV News, 2011, para. 1). Educators need to find a way to engage students in reading and redevelop a love of books. “The concept that a positive attitude toward reading, fostered through independent reading, results in higher literacy levels and higher achievement has been highlighted” (Rosenfeld,2007, p. 6). It seems obvious that book clubs are a winning formula for developing a love of reading as well as high test results. ==== ====As we develop an understanding of the impact of Krashen’s (2007) work, it becomes imperative that we become informed promoters of free, voluntary reading. Book clubs support individual choice and acknowledge our fundamental need to communicate and connect. Braxton(2008) suggests that book clubs provide the opportunity for teacher-librarians "to create an environment where students establish partnerships and choose programs in which to participate, all of which will extend, enrich, and enhance their reading experiences” (p. 23). Book clubs give students an opportunity to lead, to socialize, to feel and to express themselves. Cart (2007) reminds us that “sometimes we need to shut up and simply let the kids do the talking, let them talk in unstructured ways about their reading, and let them tell us what they are feeling about their reading as well as what they are thinking about it. Reading is a visceral as well as an intellectual experience” (p.10). ==== As we reflect on our role as literacy leaders we need to focus on what is important. La Marca (2004) summarizes "any activity that encourages interest, enables students to come into contact with books and offers them the experience of reading as a pleasurable activity is worthwhile" (p. 182).

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====LaMarca, S. (2004). Free voluntary reading and the role of the teacher-librarian. //International Association of School Librarianship, Selected paper for 2004.// p. 171-183. ====

 Rosenfeld, E. (2007). From literacy support to literacy leadership. // Teacher Librarian //, // 34 // (3), 6-7.
  