A Possible Correlation Between Library Programs for Teens and Attitudes Towards Reading 1

Using Playaways for book discussion groups.

Daniel A. Sabol

A Research Proposal submitted to the Graduate Faculty of the Palmer School of Library & Information Science of Long Island University

Professor Mary Westermann-Cicio

Fall 2009

1

Title

Using Playaways for book discussion groups.

Definition of Terms

Book Discussion Group: A forum where readers can come together and talk about books and the reading experience.

Library Program: A program that is planned sponsored or carried out by the library staff.

Literate: Able to read and write at appropriate age level.

Motivate: To provide with an incentive; move to action; impel.

Playaway: Is a prerecorded audio player. About the size of a deck of playing cards and weighing only 2 ounces, it comes preloaded with an entire audio book or music compilation.

Young Adult/Teen: An individual between the ages of 12-18.

Statement of problem the need for the study

The purpose of this study is to determine how book discussion groups, using

Playaways, can motivate teen library users to participate in library programs. One

believes a similarity exists between Playaways and reading aloud. When teachers and

librarians read aloud to learners, it engages them to want to hear more. According to

Albright and Ariail, “…reading aloud a variety of materials can increase not only their

students understanding of the content but also their engagement and inquiry into the

ideas they encounter, which in turn, can help students make more meaningful

connections between learning and their lives.” (Albright, Ariail) It appears that

Playaways can provide the same experience as read-aloud’s to teens with the added

benefit of listening to the Playaway when they want.

According to the National Center for Education Statistics, “Sixty percent of the 18

million people entering public libraries during a typical week…were youth, children and

2

young adults.” (NCES) Young adults are amongst our nation’s biggest group entering

public libraries.

When teens visit the library, they want to use the computers along with anything

else that sparks their interest. In Rollie Welch’s work, From Platforms to Books? I'm

Game, she states that “Expecting teens to abandon library terminals and seek out a

book is simply not reasonable.” (Welch) This is quite true in an ever changing society

and with teens that have grown and developed using technology with everything they

do.

Doug Johnson explains this phenomenon that teens experience with a phrase

he calls, post-literate. According to Johnson, “I would… define the post literate as those

who can read, but who chooses to meet their primary information and recreational

needs through audio, video, graphics and gaming.”(Johnson)

Teens are still interested in libraries, programs, reading and having fun, but

need encouragement to get involved with reading. Research by the Young Adult

Library Service Association (YALSA) states,

…events like teen read week do increase interests in reading at least ‘somewhat’ for many of the students (40%). Respondents also indicated that for the most part, parents do not encourage them to read; (50%) disagreed or strongly disagreed that parents encourage them to read. Paradoxically, however, when asked who encourages them to read, the most common response was parents (20%). Teachers were not far behind parents (19%); after teachers, friends were chosen most often (12%). (YALSA)

Library programs that include book discussion groups have a great potential to motivate

teens to get involved. By adding Playaways, teens may feel less of a burden to have to

sit and read with such busy schedules.

3

This is where one feels that this study is going to help librarians clearly determine

if engaging teens with book discussion groups, using Playaways, would in fact motivate

teens to participate in library programs. Inclusion of Playaways into book groups may

help motivate many different groups of teens at different times. Some of the potential

book discussion participants that have never before been included are visually impaired

teens, low level readers and English as second language learners who may be able to

get a Playaway in their native tongue. With the inclusion of these teens, comes a

feeling of motivation, a sense of pride, satisfaction and happiness.

According to Marianne Cole Fues, “While still a relatively new product,

Playaways are being used in libraries to encourage interest in books.”(Fues) One has

found that many libraries provide very little programming for teens. According to the

National Center for Education Statistics, “Many library programs such as story times,

book talks, puppetry, craft, and other group programs primarily target preschool and

kindergarten children. Eighty-six percent of libraries offer group programs for preschool

and kindergarten age children…” (NCES) The lack of library participation by teens and

inclusion in programs may lead to a sense of feeling left out; therefore, a lack of

motivation to read or take part in libraries in general.

Teens should have a feeling of joy when they participate in a book discussion,

specially, when a device like the Playaway is added. They are provided an opportunity

to be with friends and expand upon what they have listened to. They will also find a

place in the library for them to share ideas and thoughts.

4

Hypothesis

Playaways increase motivation of Young Adults who participate in book discussions groups.

Delimitations

This work will limit itself to use of one technology medium, Playaways. It will only

focus on book discussion groups and not seek other programming within a library. It will

limit itself to one library system and three libraries that have large teen areas.

This work will only deal with Public Libraries; it will not focus on school media

centers. The population of teens who will be studied will generally participate in one to

three after school activities, with the exception of visually impaired low level readers or

immigrant students.

Review of the related literature

Over the years motivating teens to read has been tried in a number of ways and

different settings including both schools and libraries. A great deal of literature has

been produced to inform the average layman of how to get teens motivated to read,

based on what has worked for them. Being a librarian, one has come to see that what

works for one may never work for another. When dealing with book discussion groups

this becomes more congruous with the type of teen in the program. Throughout the

country, teens have different reading likes and dislikes and different interests which

motivate them.

In this composition the primary area of concentration, using the availability of

scholarly literature related to the subject will consist of teens in general. This includes

how best to motivate teens to read, why they should read, book discussion groups and

5

information about Playaways. One will begin the study focusing on teens in general as

per the literature on the subject.

Teens in general

Teens, in general, are known to have raging hormones which create extreme

emotions and high energy. They are stimulated and excited easily and desire

relationships with peers and family member which is very important.

In Claudia Wallis’s work, What Makes Teens Tick, she quotes Dr. Ronald Dahl

as saying, “Not only do feelings reach a flash point more easily, but adolescents tend to

seek out situations where they can allow their emotions and passions to run

wild.”(Wallis) Teens are often asked to leave the library if they begin to become

disorderly. However, librarians should re-evaluate how we treat teens when they are

unruly and be more thoughtful of the developing brain. We should create environments

where teens can let emotions to run wild. Libraries throughout the country are now

creating teen spaces that are developed to allow privacy and concealment from the

public. Teens can act as they please and not disturb anybody.

Teens have high energy due to a surge in chemicals that were not produced in

the child years, but are now being released into the body and brain. This chemical

release is the primary cause of this energy. According to Claudia Wallis, “At the same

time, testosterone-like hormones released by the adrenal glands, located near the

kidneys, begin to circulate. ….hormones are extremely active in the brain, attaching to

receptors everywhere and exerting a direct influence on serotonin and other

neurochemicals that regulate mood and excitability. (Wallis) Teens see a change in

personality, body and thought. Some teens do not recognize that all of the changes are

6

due to this infuse of hormones. They just realize that they are acting and feeling

differently.

It is very important for teenagers to have positive relationships with other peers

and family members. In Ewa Domagala-Zysk work, The Significance of Adolescents

Relationships with Significant Others and School Failure, she quotes Sarason et al as

stating, “Teenagers’ perceptions of high social support from their relatives and friends

gives them a feeling of security, which in turn enables them to solve intellectual

problems more efficiently.” (Domagala-Zysk p. 234) Book discussion groups and library

participation can continually help teens maintain a relationship with family and peers.

Libraries can continually structure book discussions around different themes, including a

mother and daughter group, father and son group, brother and sister groups.

In connection with these groups, teens will feel they are getting social support

and family participation. They will build better relationships with peers as they laugh

and have fun participating in library programming. Teachers and librarians will benefit

by getting a better student and patron as the teens begin to respect and develop

towards a positive and empathetic individual.

Motivating teens to read.

Motivating teens to read is necessary for them to have a better and brighter

future. As we evolve and technology takes a greater hold on society, the need to read

becomes critical. One will begin with an analysis of motivation and learning which

directly correlates with a desire to read. Second, what others are doing to motivate

reading in teens and how to continue to motivate reading in teens.

7

Children lose motivation to learn as they become teens. Sherry R. Crow relates

this loss of inspiration to intrinsic motivation. She states,“Developmentalist tell us that

children are born with the intrinsic motivation to learn, but studies that show this intrinsic

desire to learn begins to wane during the early school years, around third grade, and

continues a steady decline through eighth grade.”(Crow p. 49) As students lose intrinsic

motivation they begin to decline in the amount of effort and participation in school.

Trying to keep students motivated is quite difficult, but can be done with a relaxed

environment that the teacher or librarian sets up. The motivation can come from a give

and take type relationship. The authoritarian can develop a feeling for each teen’s level

of reading and motivation and try to provide services based on this.

Sherry R.Crow feels that Self Determination Theory (SDT) can help explain why

teens act the way they do. Crow states, “SDT attempts to explain the reasons a person

decides to act in a particular situation.” (Crow p. 49) Crow’s use of this theory is an

application that can be used in both the library and school. This theory can help

professionals better elicit greater motivation from teens.

SDT, Crow explains, is a theory that teens have three cognitive areas that have

to be met prior to gaining motivation to do something. Crow recites Ryan and Deci’s

three cognitive areas which include autonomy, perceived competence and relatedness.

Each has an individual effect on a teen’s actions and motivation. Taken together all can

boost motivation significantly.

Autonomy or being autonomous is described by the American Heritage College

Dictionary as, “Not controlled by others or by outside forces.” (Autonomous. p.97)

Teens do not want to be forced to do things. They want a feeling of being in control and

8

often desire this because of their passion to be adults. Teens want to act like their

parents and base decisions on their own ideas. This is where the lack of motivation

comes into play. Most teachers will not allow teens to determine what work they will do,

only the work the teacher provides; therefore, the student begins to feel pressured into

completing the work. As teens get older and into higher grades the work becomes

harder and more advanced. Teens begin to feel extremely overwhelmed and grow

close to failure. Crow states, “The student feels forced to do the task, which, in turn,

decreases creativity, problem solving and conceptual information processing.”(Crow p.

49) Teens are still trying to live up to their parent’s standard. This becomes very hard

for them when they have a parent who continually drives them to be perfect. Most

parents want to see the best for their children, but forget the pressure that this brings

onto them. This could lead to drinking and drug problems for the teens. Getting high

becomes a way to escape all of the pressure.

Book discussion groups at the library provide students with the autonomy to

select their own book, read it when they want and talk about it in the fashion they desire.

As this writer’s research will show, book discussions with Playaways will enhance a

teen’s autonomy by providing the choice of listening to the work rather than reading it.

This will also save the teens time and add a medium of technology which they desire.

The next area of SDT is perceived competence. This is described by Crow as,

“The belief one is able to accomplish a task” (Crow p. 50) When teens are presented

with a new subject or an addition to a subject they become overwhelmed. This is also

present when they are handed a book with hundreds of pages. Teens get a sense that

they will never be able to complete their assignment or reading. By instilling an, “I can

9

do it” attitude within each of our patrons we help them develop into better overall

students and people. This in turn will become an aspect in every part of teen’s lives.

They will be able to accomplish any task and have a feeling of growth personally which

will motivate them to do more reading and studying.

It is critical that both teachers and librarians try to ensure that we understand our

population and are able to meet their needs. We want to instill a feeling of confidence in

them to create motivation. Crow states that, “While they (teens) may not completely

understand how to do a project before they begin, they need to have the confidence that

we will provide them individual support as they do it.”(Crow p. 50) As one has stated in

the previous paragraph, instilling a can do attitude will help boost both motivation and

confidence that will better prepare students to do the best work they can. We also need

to show them that failure is a part of life and that it can and is most likely going to

happen to each of them, but it is ok.

The last part of Self Determination Theory as described by Crow is relatedness,

which is described as, “feeling securely connected to the social surround” and “to

experience oneself as worthy and capable of love and respect” (Crow, p.51) Providing a

safe environment for teens to develop relationships is quoted in Child Trends Research

Brief’s, Educating America’s Youth: What Makes a Difference as highly important. They

state, “Provide opportunities where teens can develop positive relationships with

friends. Peers can affect young people in negative or positive ways… Associating with

high-achieving friends who have positive attitudes towards school and high aspirations

appears to boost student’s educational adjustment and their likelihood of graduating

from high school.” (Reed, p.6) Library programs provide a great place for teens to meet

10

and create positive relationships. Teens are able to explore other library happenings

together and overcome any fears or setbacks they experience.

Many libraries are trying different programs to motivate teens to read. In Jennifer

Wooten’s, May 2009 School Library Journal Article, Want to get teens excited about

summer reading? Just add video, she says, “The bottom line? Joining reading with an

opportunity for creative expression got teens excited about the library and

books.”(Wooten, p.40) Adding technology such as the opportunity to create a video to a

library program will boost teen participation due to this interest in technology. This

becomes an opportunity to be recognized as creative; therefore, gaining attention and to

be around friends to receive positive peer support.

Brian Myers added a library hosted computer club to his library. He believes that

this helps create literacy skills and states, “The most literate among us will be those who

develop the ability to think, invent, collaborate, and express themselves effectively in

this new media environment.”(Myers, p. 40) As we prepare for the future libraries and

schools should be guiding our teens, the future leaders, towards preparedness for

technological competencies. This is why one has decided to study the effects of

Playaways on book discussion groups. This is a technology of the future and a medium

that will outlast audio books and other playing devices.

Myers also feels that, “We believe that the best learning occurs when the learner

finds the material personally meaningful, contributing in some way to his or her existing

interests, boarder goals, and sense of identity.(Myers, p.9) Current day teens have

been raised using technology and have accepted it as a part of their lives. Teens will

11

take any opportunity to learn new technology, to get involved in library programs that

include the chance to show off their technology skills.

The next idea is that explored by Candy Blessing’s work, Reading to Kids Old

Enough to Shave. In her literature she examines the concept that teachers who read to

low achieving teens helps improve their overall academic ability. She quotes education

researchers Stephen Krashen, Jim Trelease and Janet Allen as saying, “…reading to

kids boosts their reading comprehension, increases their vocabularies, and helps them

become better writers. (Blessing, p. 44) This research is directly correlated to this work

based on concept. One hopes to find a positive using Playaways rather than a teacher

reading out loud. Hopefully, the listener will experience the same or similar effects they

gain from listening to an individual reading.

Blessing adds to ones research with the idea that, “In fact, students who are read

to are more motivated to read themselves-increasing the likelihood that they will one

day become independent, lifelong readers.”(Blessing. p. 44) When thinking of

Playaways one sees a student receiving the same effect. By participating in book

discussions the librarian will ensure that what the teen has heard in reinforced through

conversation and exploration. If the teens have any concerns the librarian could help to

eliminate them with a careful examination of the issue. As the teens continue to listen

to books using Playaways they will begin to explore actual books.

Others in the library profession are motivating teens to read by using competition,

which helps increase all age groups and both genders to read. Females usually enjoy

reading and studying as they mature earlier than males. This is a problem that most

librarians and teachers face. When Chris Gustafson realized this she decided to create

12

competition between the boys and girls. She had also realized that boys are more

visual then girls and decided to create a graph to show the weekly statistics and

outcomes of both reading groups. She pointed out in her article that, “By the end of the

year, the total Coffee Can entries had increased to 1,587. The number of girls reading

had increased slightly. The number of boys reading had gone way up.” (Gustafson,

p.17) This is a great piece of knowledge to have, but one feels that both girls and boys

have always liked competition. It seems that for boys the competition can range from

sports to school. This type of environment can be established in a library as well. This

would be a great thing to do during such programs as YALSA’s teen read week.

Lastly, Paulette Goodman, Jill Brooks and Jane Hester came together and

created a wonderful way to get students reading. The three had decided to mimic the

American Library Associations, Newbery Committee. They had selected books that

were Newbery contenders for the year and had the teens critique them by writing style

and attractiveness. This type of program works well with teens and helps to improve

many educational areas. The article states, “The far-reaching benefits of this program

are manifold. We’ve succeeded in promoting the love of reading…given the opportunity

to analyze the craft of several authors, can emulate various styles, thereby improving

their own writing as they gain more confidence.” (Goodman et el. p. 19) Many libraries

are trying to create programs that motivate teen reading. Overall, many more libraries

should begin to create a space for teens and allow them to be themselves. This will

create a future generation of library lovers who support and back libraries.

13

Why Teens should read

Literacy skills are most important in today’s world where teens are expected to

do well in high school and attend college. As our society becomes more advanced, it

grows harder for students to gain entry into competitive universities. Without a good

college education along with the ability to obtain necessary skills, this future adult falls

behind and eventually struggles to make ends meet. This is the primary reason for

young adults to read and try to gain the much needed skills for a competitive society.

As Jack Humphrey points out in his litatuture, “In our modern society, literacy

demands are steadily increasing across all arenas of our lives, making strong reading

achievement a necessary accomplishment for all.” (Humphrey, p. 305) As previously

noted, reading is one of the fabrics in a modern society. Without literacy we begin to

take leaps backwards. This is why libraries are so imperative. Not only to provide

books, but the intangible items which include learning to be a better reader and gaining

confidence in reading.

Many authors feel that reading is so important that the material should not even

be considered. According to Ursula Furi-Perry,

Parents often don’t realize that simple comic books or graphic novels may be sufficient to fill the literary void in teens’ lives. According to the ALA’s New Direction for library Services to Young Adults, while certain books and magazines may offer slightly lower vocabulary and linguistic levels, their appeal is likely to increase interest among teens that generally choose not to read in their free time. (Furi-Perry p. 24)

This writer’s proposal discusses the concept of autonomy, allowing the reader to choose

which work interests them. Instinctively, teens will choose among titles that appeal to

them; therefore, selecting an appropriate reading level and book cover that attracts

them.

14

To try to motivate teens to leave the television and pick up a book is laborious.

But getting teens to read anything will provide far greater benefits then nothing at all. In

Linda Teran Strommen and Barbara Fowles Mates work, Learning to love reading:

Interviews with older children and teens, they quote Smith as stating, “Smith (1988) has

argued that we learn to read, and become literate in the process, simply by reading.”

(Teran-Strommen, p. 189) This is a substantial point for book discussion groups and

libraries. If the librarian can get teens motivated to pick up any material, the teen will be

providing himself the opportunity to become more literate.

Teen reading has limitless positive effects including a stronger vocabulary and

better writing skills. This is demonstrated by Peggy Gisler and Marge Eberts as follows,

Reading as a teen leads to success. When teens read more than just their classroom assignments, research clearly shows that they generally do well in school. First of all, the extra reading expands their vocabularies. It also shows them how different writers put down their thoughts leading to better writing skills. And teens who read more serious literary works gain skills in handling complex ideas. The more teens read, the more information they pick up. This leads to a solid core of knowledge that is useful in a wide variety of classes. The teen who reads biographies has a better understanding of prominent people studied in history classes. (Gisler)

Reading and critically analyzing any information source is a great way to build upon the

skills necessary and those already acquired. Librarians and teachers must find better

ways to advance the reading habits of all children.

Also, included in Gisler and Eberts work is other information leading to a clearer

understanding of why teens should read. Gisler and Eberts state,

Another big dividend of reading as a teen is a good score on the verbal section of a college admissions test. No other activity builds the vocabulary and comprehension skills needed to do well on these tests as well as reading. Besides helping teens do well in school, reading also helps them expand their

15

horizons as they learn more about people and the world. Plus, reading can show teens that everyone has problems in his or her life and may even help teens see solutions to their own problems. Finally, reading is enjoyable. It can bring a great deal of pleasure to teens. If a teen is fascinated by racing stories, try to take the child to a race. If a teen likes a book that has been turned into a movie, make sure he or she sees the movie. (Gisler)

Teens need to strive to become the best possible students they can. To be a great

student entails a focused, driven reader, one who would rather study then have fun.

This is very difficult with all of the other exciting programs and events for them.

Teens need to read, whether it is a comic book or non-fiction book about science,

they need to practice as often as possible. This will help as they become working

members of society, expected to be knowledgeable and worldly. By adding the

Playaway to a teen book discussion group they feel unencumbered by having to read,

but still get the benefits of hearing a book and its ideas.

Book Discussion Groups

One will begin this section with a brief view of how librarians feel about book

discussion groups. Next, will be the community aspect of book discussion groups and

lastly, how teens perceive book discussions.

For more than thirty five years, book clubs and discussion groups have been an

active part of daily library business. From a librarian’s perspective, book discussions

help improve our reader’s advisory services and promote new material that is currently

being circulated. Joyce Saricks states, “Participating in and leading a group help us

think beyond just what we like about a book, and book discussions are one of the best

16

ways around to promote the links among books, authors, readers and library

staff.”(Saricks) Providing services is regarded as the center of the library profession. If

the librarian is able to gain a better understanding of one’s patrons, they are in the

position of gearing services and developing a collection that could benefit the libraries

patrons far greater.

The community aspects of book discussion groups are many and tend to be

educational. They also create a place that friends and family can join together and

connect. Erin Krake describes this relationship best in her work, One Book, One

Community (Any Size),

Community reading groups have gained great popularity in recent years with initiatives like The Big Read and One Book-One Community programs. These programs aim to get people within a community reading the same book, then coming together through related lectures, discussions, and arts and cultural exhibits that deepen the literary experience. (Krake)

While doing this research one has realized that book discussion groups hold more

possibilities that just the reading experience. They build community; whereby,

developing character of those attending through complex thought and extensive

discussion. But more, they create a sense of fulfillment amongst individuals who can

get lost in a great story or who can journey through their mind and become part of the

book.

Teens perceive book discussion groups as fun and enjoyable. They like to read

and then have an opportunity to discuss it with others. In Frank Sennett’s work Book

Clubs turn the pages to learning, he states, “It’s hard to tell who enjoy the club more—

students or instructors. “I like being able to read and don’t have the time, so this forces

me to take the time. It’s interesting to see [the students’] viewpoint. It keeps me in

17

touch.”(Sennett p. 2) Teens will continue to enjoy book discussion groups so long as

they are received in an open environment; whereby, they feel safe and comfortable

enough to speak about what they read. Librarians and teachers have to have a critical

understanding of teens and how best to create a comfortable setting and an open

environment for the best learning.

Playaways

The Playaway is a digital audio player that provides the opportunity to take what

you are listening to with you. Creator of the Playaway device, Findaway world, is a

unique company who delivers innovative digital technology. Findaway describes its

device as following, “Playaway is the simplest way to listen to audio on the go. Each

Playaway comes with the digital content already pre-loaded on it and a battery to make

it play. Simply plug in ear buds and enjoy.”(Findaway World) This new type of medium

is going to create paths to other innovations.

Having the ability to not have to lug around a Compact Disc player and a large

amount of compact discs should motivate those who enjoy exercising or who lack time

to sit home and read a book. The player is small and easy to use.

On the Playaway website they have an area to seek out titles to different works.

Findaway Company offers a unique opportunity for library acquisition. They offer kits

which include, core collection for both young adults and adults. Libraries can select

between fifty, one hundred and two hundred titles. They can also create special orders

and develop an area of each libraries choice.

Also, Findaway offers marketing toolkits to purchasers of the technology.

Another great feature of Findaways site is its customer feedback area. Customers

18

provide details and personal experiences with using the Playaway. This helps to create

a feeling of confidence when purchasing the device.

Procedure in collecting the data

One has decided to use the Solomon Four-Group Design for this study.

According to Powell and Connaway, “…this design involves four randomly assigned, or

equivalent, groups, two of which receive the experimental treatment, and two of which

are given posttest only.”(Powell, Ronald R p.175) The model is as follows:

R 01 X1 02

R 03 04

R X2 05

R 06

R = The randomly selected subjects of the study

O = Observation or the questionnaire

X = Experiment or cause

Step 1 Four public libraries will be selected to participate in the study.

Each of the libraries will have a teen space with a young

adult librarian on staff. The libraries will be selected based on

location and will include four libraries from the east and four

from the west side of the county.

19

Step 2 All libraries will promote a book discussion group with at least two

meetings. The librarians will create literature and other

marketing materials to ensure proper word spreads that a book

discussion group is going to take place. All of the librarians will

use the Instructional Motivation Model in appendix A

as a base for guiding the book discussion group.

Step 3 Two of the libraries will be provided with the appropriate

equipment, which includes the Playaway and any devices

needed to run the player. One library will also be provided

with a pre questionnaire for the teens. Both will receive a post

questionnaire to give to the participants. (See Appendix D)

Step 4 One of the libraries will obtain the same work, but in book format.

This group will be given the pre questionnaire and post

questionnaire. And the last library group will be given

only the post questionnaire.

Step 5 The participants who receive a pre-questionnaire will be required to

fill it out prior to the start. The others who receive the post

questionnaire will complete them after the end of the group

meetings. The librarians will also be required to

complete a survey. See appendix B and C.

20

Step 6. The data received from the librarians and participants will be

evaluated to determine if the teens were motivated by the

Playaways.

Summary

This study hopes to shed light on ways which possible help increase the desire to

read within teens. It is important that librarians and teachers continue to keep trying

standard methods of motivation to increase teen reading, but keeping in mind that being

creative and different can also increase motivation.

Reading builds character and helps increase ideas and vocabulary skills

amongst our nation’s future leaders. Reading enhances thought and creates

imaginative ideas which can help develop a thinker who sees outside of the normal

everyday patterns. This is the scientific thinker.

Adding Playaways to book discussion groups will be a fun and easy way for

teens to connect to literature. It will also help develop skills and friendships as the teens

become acquainted with peers at the library. Hopefully, this study will also prove that

other mediums such as the Playaway can help motivate teens to read.

Limited Bibliography

Albright, Lettie K., and Mary Ariail. "Tapping the Potential of Teacher Read-Alouds in Middle School." Journal of Adolescent & Adult Literacy 48.7(2005): 582-591. Education Research Complete. EBSCO. Web. 30 Sept. 2009. <http://search.ebscohost.com.cwplib.proxy.liu.edu>.

Alvermann, Donna E, et al. "Adolescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs." American Educational Research Journal 36.2 (1999): 222-264. Education Research Complete. EBSCO. Web. 24 Sept.2009. <http://uu2mk8se5u.search.serialssolutions.com.cwplib.proxy.liu.edu/?genre=article&title=American+Educational+Research+Journal&atitle=Adolescen

21

ts%27+Perceptions+and+Negotiations+of+Literacy+Practices+in+After-School+Read+and+Talk+ Clubs.&author=Alvermann%2c>.

"Autonomous." Def. 1. The American Heritage College Dictionary. 4th ed. 2004. Print.

Blessing, Candy. "Reading to Kids Old Enough to Shave." School Library Journal Apr. 2005: 44-45. Library, Information Science & Technology Abstracts. EBSCO. Web. 16 Sept.2009. <http://cwplib.proxy.liu.edu/login? url=http://search. ebscohost.com/login.aspx?direct=true&db=lxh&AN=16812745&loginpage=Login.asp&site=ehost-live>.

Booth, Heather. "Reader's Advisory by Proxy: Connecting Teens and Books through Positive Interactions with Parents and Caregivers." Young Adult Library Services 5.1 (2006): 14-15. Library, Information Science & Technology Abstracts. EBSCO. Web. 17 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http:// search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=22665401&loginpage=Login.asp&site=ehost-live>.

Bott, C. J.. "Hooked on YA Lit! A Book Group for Teachers and Librarians." Voice of Youth Advocates 31.5 (2008): 400-3. Library Lit & Inf Full Text. Web. 16 Oct. 2009. <http://cwplib.proxy.liu.edu/login?url=http://vnweb.hwwilsonweb.

com.cwplib.proxy.liu.edu/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ec2704167a48af7d07be3a0d01b1e87f5edb5323af604b6550c739add01b3a51c&fmt=P Bott, C. J. Hooked on YA Lit! A Book Group for Teachers and Librarians. Voice of Youth Advocates v. 31 no. 5 (December 2008) p. 400-3>

Carlson, Chris. "What's Happening with Programming on the Teacher Librarian Front." Voice of Youth Advocates Apr. 2008: 32-33. Library Lit & Inf Full Text database. Web. 21 Sept.2009 <http://vnweb.hwwilsonweb.com.cwplib.proxy.liu.edu /hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.42>.

Cole Fues, Marianne. "Technology Connection: Getting Teens to Read with Their Ears." Library Media Connection May-June 2009: 54. Academic Search Premier. EBSCOhost. Web. 25 Sept.2009 <http://search.ebscohost.com.cwplib.proxy.liu.edu>.

Crow, Sherry R. "Information Literacy: What's Motivation Got to Do with It?"Knowledge Quest: Journal of the American Association of School Librarians 35.4 (2007): 48-52. Library Lit & Inf Full Text database. Web. 23 Sept. 2009. <http://vnweb.hwwilsonweb.com.cwplib.proxy.liu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.42>.

22

De Abreu, Belinha. "Seventh Grade Students and the Visual Messages They Love." Knowledge Quest: Journal of the American Association of School Librarians 36.3 (2008): 34-39. ERIC, EBSCOhost. Web. 30 Sept. 2009. http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ825515&loginpage=Login.asp&site=ehostlive

Findaway World. About Playaway. Findaway World. N.p., 16 Oct. 2009. Web.18 Oct. 2009 <http://store.playawaydigital.com/>.

Furi-Perry, Ursula. "Dude, that book was cool': The reading habits of young adults." Reading Today Apr.-May 2003: 24. Library, Information Science & Technology Abstracts. EBSCO. Web. 17 Sept. 2009 <http://cwplib.proxy.liu.edu/login?url= http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=9549304&loginpage= ogin.asp&site=ehost-live>.

Gisler, Peggy, and Marge Eberts. "Benefits of Reading as a Teen." Family Education. Family Education Network, Sept.-Oct. 2009. Web. 4 Oct. 2009 <http://school.familyeducation.com/teen/reading/40617.html>.

Goodman, Paulette, Jill Brooks, and Jane Hester. "Give Us a Voice, We'll give you Newbery! Teens Become Newbery Reviewers." Library Media Connection Feb.

2006: 18-19. Web. 21 Sept. 2009. </http://www.linworth.com/lmc/>.

Gustafson, Chris. "Reading Motivation through Competition: Boys as Readers." Library Media Connection Feb. 2008: 16-17. Library, Information Science & Technology Abstracts, EBSCOhost. Web. 24 Sept. 2009. <http://cwplib.proxy.liu.edu/login? url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=30045183&loginpage=Login.asp&site=ehost-live>.

Johnson, Doug. "Libraries for a Postliterate Society." Multimedia & Internet@Schools July-Aug. 2009: 20-22. Academic Search Premier. EBSCO. Web. 30 Sept. 2009.

<http://search.ebscohost.com.cwplib.proxy.liu.edu>

Joseph, Laurice M., and Rebecca Schisler. "Should Adolescents Go 'Back' to the Basics?: A Review of Teaching Word Reading Skills to Middle and High School Students." Remedial and Special Education 30.3 (2009): 131-147. ERIC, EBSCOhost. Web. 1 Oct. 2009. <http://cwplib.proxy.liu.edu/login ?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ839024&loginpage=Login.asp&site=ehost-live>.

Kasman-Valenza, Joyce. "Improving Test Scores." School Library Journal June 2003: 10. Library, Information Science & Technology Abstracts, EBSCOhost..Web. 27 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com/

23

login.aspx?direct=true&db=lxh&AN=9958407&loginpage=Login.asp&site=ehost-live>.

Krake, Erin. "One Book, One Community (Any Size)." Alki 25.1 (2009): 6. Library Lit & Inf Full Text. Web. 16 Oct. 2009 <http://cwplib.proxy.liu.edu/login?url= http://vnweb.hwwilsonweb.com.cwplib.proxy.liu.edu/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ec2704167a48af7d05dc7e4c23a6b46694253a34b077d76a0132e73e737a9c258&fmt=P Krake, E. One Book, One Community (Any Size). Alki v. 25 no. 1 (March 2009) p. 6>

Lapp, Diane, and Douglas Fisher. "It's All about the Book: Motivating Teens to Read." Journal of Adolescent & Adult Literacy 52.7 (2009): 556-561.ERIC. EBSCO. Web. 21 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search. ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ835916&loginpage=Login.asp&site=ehost-live>.

Myers, Brian. "Imagine, Invent, Program, Share: A LIBRARY-HOSTED COMPUTER CLUB PROMOTES 21ST-CENTURY LITERACY SKILLS." Computers in Libraries Mar. 2009: 7+. Library, Information Science & Technology Abstracts, EBSCOhost.. Web. 1 Oct. 2009. <http://cwplib.proxy.liu.edu/login?url=http: //search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=36841898&loginpage=Login.asp&site=ehost-live>.

Novljan, Silva. "Pupils’ reading is better in schools with a librarian: evidence from Slovenia." Journal of Research in Reading 21.3 (1998): 228-231.Library, Information Science & Technology Abstracts. EBSCO. Web. 22 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=10452862&loginpage=Login.asp&site=ehost-live>.

Patten, Kathy. "A Source for Better Scores? The School Library." School Administrator 1 Jan. 2003: 29. ERIC. EBSCO. Web. 16 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com/ login.aspx?

direct=true&db=eric&AN=EJ659179&loginpage=Login.asp&site=ehos t-live>.

Powell, Ronald R, and Lynn Silipigni Connaway. Basic Research Methods for Librarians. 4th ed. Westport: Libraries Unlimited, 2004. Print.

Reed, Zakia, Jennifer Brooks, and Ayelish M McGarvey. Educating America's Youth: What Makes a Difference. Child Trends Research Brief. Washington, DC: n.p., 2002. American Teens 4. ERIC. EBSCO. Web. 16 Sept. 2009. <http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/57/31.pdf>.

24

Saricks, Joyce. "Leading Book Discussions." Booklist 106.1 (2009): 37. Library Lit & Inf Full Text. Web. 16 Oct. 2009. http://cwplib.proxy.liu.edu/login?url=http://vnweb. hwwilsonweb.com.cwplib.proxy.liu.edu/hww/jumpstart.jhtml?recid=0bc05f7a67b1790ec2704167a48af7d05dc7e4c23a6b4669b37198eea5ea28c3b019b76a0156b4cd&fmt=C Saricks, J. Leading Book Discussions. Booklist v. 106 no. 1 (September 1 2009) p. 37

Scherff, Lisa, and Susan Groenke. "Young Adult Literature in Today's Classroom." English Leadership Quarterly 31.4 (2009): 1-3. Education Research Complete. EBSCO. Web. 23 Sept. 2009. <http://search.ebscohost.com.cwplib.proxy.liu.edu>.

Sennett, Frank. "Book Clubs Turn the Page to Learning." Curriculum Review 46.2 (2006): 14-15. Education Research Complete. Web. 4 Oct. 2009.

Swenor, Krista. "A Teen Take on Reading: Results from the 2005 Teen Read Survey."Young Adult Library Services 4.4 (2006): 42-44. Library, Information Science & Technology Abstracts. EBSCO. Web. 13 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=21160289&loginpage=Login.asp&site=ehost-live>.

Teran-Strommen, Linda, and Barbara Fowles-Mates. "Learning to Love Reading: Interviews with Older Children and Teens." Journal of Adolescent & Adult Literacy 48.3 (2004): 188-200. Academic Search Premier, EBSCOhost.Web. 20 Sept. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com /login.aspx?direct=true&db=aph&AN=15096999&loginpage=Login.asp&site=ehost-live>.

United States. U.S. Dept. of Education National Center for Education Statistics. Public Libraries in the United States: Fiscal Year 2005. By Adrienne Chute and P. Elaine Kroe. Washington: n.p., 2005. The National Center for Education Statistics (NCES). Web. 30 Sept. 2009. <http://nces.ed.gov/pubs2008/2008301_s.pdf>.

- - -. - - -. Services and Resources for Children and Young Adults in Public Libraries. By Sheila Heaviside, et al. Washington: n.p., 1995. The National Center for Education Statistics (NCES). Web. 24 Sept. 2009 <http://nces.ed.gov/pubs95/95357.pdf>.

Welch, Rollie. "From Platforms to Books? I'm Game." Young Adult Library Services 6.2 (2008): 30-31. Library, Information Science & Technology Abstracts. EBSCO. Web. 19 Sept. 2009.<http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost

25

.com/login.aspx?direct=true&db=lxh&AN=28717242&loginpage=Login.asp&site= ehost -live>.

Wolk, Steven. "Reading for a Better World: Teaching for Social Responsibility with Young Adult Literature." Journal of Adolescent & Adult Literacy 52.8 (2009): 664-673. Education Research Complete, EBSCOhost. Web. 1 Oct. 2009. <http://cwplib.proxy.liu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=39260019&loginpage=Login.asp&site=ehost-live>.

Wooten, Jennifer. "Flipped! Want to Get Teens excited about Summer Reading? Just Add Video." School Library Journal May 2009: 38-40. Library Literature & Information Full Text database. Web. 28 Sept. 2009. <http://vnweb.hwwilsonweb .com.cwplib.proxy.liu.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/ results_common.jhtml.42>.

26

Appendix AInstructional Motivation Models

Instructional Motivation Models

27

Several researchers have recommended a range of instructional strategies for motivating students. Dodge (1989) developed a method for analyzing an unsuccessful lesson and provided ideas for improving it, all of which may be easily applied to library and information skills instruction. For example, if the instruction contains too many facts or new words, he recommends providing a glossary of new words and concepts as they are needed and using mnemonics to help students remember facts. For instruction that arouses too high a level of uncertainty, he suggests creating a structured problem situation that requires students to form and test hypotheses.

Based on a synthesis of research on instructional motivation, Brophy (1987) identified some general requisites for motivating instruction. These include providing a supportive environment and meaningful learning objectives, maintaining student expectations for success, supplying extrinsic incentives, and capitalizing on students' existing intrinsic motivation. These, too, are applicable to a library and information skills instructional situation.

Specifically focused on the library and information skills instructional context, Kuhlthau (1993) recommends using curriculum-related questions or topics, an introduction by an engaging speaker, brainstorming to clarify and share ideas, and pointing out the applicability of one situation to a range of other situations as effective strategies during research process instruction. Burdick (1996) suggests helping students better understand the information-seeking task, encouraging a range of search styles, and allowing for different levels of success as ways to increase students' feelings of competence and confidence.

The researchers noted above provide support for the importance of instructional motivation and offer some examples of useful approaches or strategies. However, none of them provides a comprehensive and systematic framework for designing instruction that enhances student motivation. The following section describes such a framework.

The ARCS Model of Motivational Design.6 Using expectancy-value theory as a foundation where effort is believed to be one of the strongest influences on learning and performance, Keller (e.g., 1979, 1983) synthesized the motivational concepts and theories described above (and others) into a comprehensive model of instructional motivation—the ARCS model of motivational design—an easy-to-apply, heuristic approach to increasing the motivational appeal of instruction. The ARCS model, a simple yet powerful motivation model, appears to hold great promise for applications to library and information skills instruction.

The ARCS model identifies four essential components of motivating instruction:

[A]ttention—the instructor uses strategies for arousing and sustaining curiosity and interest;

[R]elevance—the instructor links the instruction to important needs, interests, and motives;

28

http://web2.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11998slmqo/ALA_print_layout_1_202784_202784.cfm#arc

[C]onfidence—the instructor helps students develop a positive expectation for successful achievement of a learning task; and

[S]atisfaction—the instructor manages extrinsic and intrinsic reinforcement (Keller, 1983)

Keller (1987) further breaks down each of the ARCS components into three subcomponents. Each of the ARCS subcomponents, their definitions, and examples relevant to library and information skills instruction appear below.

Attention

Perceptual Arousal: providing novelty, surprisingness, incongruity, or uncertainty.

Example: Place a brightly wrapped box with "Information Problems" printed on it on a table in front of the learners before beginning the lesson.

Inquiry Arousal: stimulating recall by posing questions or problems to solve.

Example: Introduce a new information problem as a "mystery" to be solved and have the students be "detectives" and then provide a some "clues" that will lead them through the process as they search for the solution to their information problem.

Variability: incorporating a range of methods and media that motivates students with varying needs.

Example: After reviewing each of the steps in the research process (projected on overhead transparencies), divide the class into cooperative learning teams and assign each team to work through the process using the same information problem. Later have teams compare similarities and differences in their approaches and solutions.

Relevance

Goal Orientation: clearly presenting the objectives and usefulness of the instruction and specific methods for successful achievement.

Example: Share with students the objectives of the instruction and criteria to be used to evaluate their completed research projects.

Motive Matching: matching instruction to student needs and motives.

Example: Work with the classroom teacher to allow students to present their projects in writing, orally, and/or using media to accommodate different learning needs and styles.

Familiarity: presenting content in ways that are understood by and tied to learners' experience and values.

29

Example: Begin information skills instruction with a familiar information problem common to most students, such as what movie to see on Saturday night or how to find the best buy on a specific computer game.

Confidence

Learning Requirements: informing learners of what and how they will learn and criteria for assessing learning success.

Example: Inform students that during the required information-seeking phase of the process, they may become overwhelmed with the amount of information they find or frustrated with a lack of relevant information and reassure them that both the library media specialist and classroom teacher will be available for assistance when needed.

Success Opportunities: providing challenging and meaningful opportunities for successful learning.

Example: Provide opportunities for students to practice extracting and summarizing information from various sources before beginning their research projects.

Personal Responsibility: linking learning success to personal effort and ability.

Example: Praise students' understanding and application of the information problem-solving process and attribute it to paying attention, listening, and using critical thinking skills.

Satisfaction

Intrinsic Reinforcement: encouraging and supporting intrinsic enjoyment of the learning experience.

Example: Invite former students to provide testimonials on how learning information skills helped them with homework and class projects.

Extrinsic Rewards: providing positive reinforcement and motivational feedback.

Example: With the classroom teacher, evaluate students' research projects and award certificates to students for mastery of the information problem-solving process.

Equity: maintaining consistent standards and consequences for success.

Example: Evaluate each completed research project on the basis of the criteria established jointly by the teacher and the library-media specialist.

30

Appendix BLibrarian Demographic Survey

Dear Librarian,

31

My name is Daniel A. Sabol, I am working on research about motivation and teen book discussion groups using Playaways. I am doing this project to complete the requirements for my library research class. Please complete it and return it with the participant surveys.

Circle one for each.

1. Male Female

2. White Black Hispanic Asian Native American Other

3. Age. _________________

4. Years of library experience _______________

5. Check the highest level of education.

Bachelors Degree __________

Masters Degree __________

PhD __________

6. Are you a resident of the town/city/village which your library is located? Yes No

7. Are you a resident of Westchester County? Yes No

32

Appendix CTeen Motivation Pre Survey

Dear library patron,

33

I am conducting a survey to better understand your likes and dislikes in libraries. Hopefully, you will like and enjoy participating in the book discussion group.

Please circle one.

I enjoy reading.

Never Rarely Sometimes Usually Always

The reading I do relates to my personal goals


I like to do better than the other students on tests.


I am nervous about how I will do on tests.


I enjoy listening to audio books when I have time.


If I am having trouble learning I try to figure out why.


Earning good grades is important to me.


I put enough effort into reading.


I use technology to listen to music. (mp3, ipod. Etc…)


I use strategies that ensure I learn what I read well.


I think about how learning to be a better reader can help me get a good job.

34


I think about how reading and what I learn will be helpful to me.


I am concerned that the other students are better at reading


I think about how I will use the reading material I learn.


I am confident I will do well


I find using the library easy.


The reading I do has practical value for me.


35

Appendix DTeen Motivation Post Survey

36

Dear Library Patron,

Thank you for completing the book discussion group. Hopefully, you found it to be fun and interesting.

Please circle one for each question.

Using a device like the Playaway has led me to want to read.


Understanding what I read gives me a sense of accomplishment.


The reading I do is relevant to my life.


I enjoyed this book discussion group

Yes No

37

A Possible Correlation Between Library Programs for Teens and Attitudes Towards Reading 1

Documents

Transcript of A Possible Correlation Between Library Programs for Teens and Attitudes Towards Reading 1