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ERIC Number: ED362850
Record Type: Non-Journal
Publication Date: 1993
Pages: 66
Abstractor: N/A
Reference Count: N/A
BookTalks/Read Alouds, Special Programs, and Service Projects To Encourage Middle School Student Participation in the Library.
Crowther, Eleanor
The practicum reported here was designed to increase middle school students' participation in and use of the school library programs and resources. BookTalks, Read Alouds, a special service project, and three all-school programs were accomplished in this independent school setting during a three-month period. Middle school students were encouraged to read more and the habit of reading was promoted. BookTalk and Read Aloud strategies combining a wide array of books and curious correlating objects were developed; coordinated BookTalks and Read Alouds were presented by the parent and visiting county librarian; weekly service projects of reading aloud by seventh graders to the kindergarten class were organized and supervised; and three all-school events were designed, arranged, and carried out with the assistance and cooperation of teachers and parents. Analysis of the circulation data revealed that students were apt to check out books that were reviewed or excerpted during the sessions. Overall, participating students showed an added interest in the featured books, and an enthusiasm for reading to the younger children while increasing their visits to the library. (A figure listing strategies to encourage reading, a figure listing middle school considerations for instructions, and a figure of data are included; four appendixes providing goals and objectives, the lesson plan format for BookTalks, calendar plans for BookTalks/Read Alouds, a general action plan for library programs, a discussion of special programs, and a calendar plan for the service project are attached.) (Author/RS)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A