Monday 27 May 2013

Bark and read

The Bark & Read Foundation has been set up to support and promote the amazing work of charities that take dogs into schools as reading volunteers to help tackle the UK’s literacy problems.
Funded by the Kennel Club Charitable Trust, the Bark & Read Foundation is working with Pets As Therapy, through their Read 2 Dogs project, and R.E.A.D (Reading Education Assistance Dogs) and Dogs Helping Kids (DHK), operating in schools around the country, helping children to read with their specially trained support dogs.
Reading to dogs has been proved to help children develop literacy skills and build confidence, through both the calming effect the dogs’ presence has on children and the fact that the dog will listen to the children read without being judgemental or critical. This comforting environment helps to nurture children’s enthusiasm for reading and provides them with the confidence needed to read aloud.
This month's Book of the Month has been recommended for us by Zoe Wanamaker CBE, who supports Bark and Read. She said: “Reading is such an important skill that is used in every part of our lives, but it can be a scary and intimidating experience when you are young.  As with anything in life you have to practice, practice and practice to get better. That is why the Kennel Club’s Bark & Read project is such an inspiring idea, as we all know that dogs are great listeners and won’t judge if we stumble over a word. The concept makes reading time fun and helps to develop children’s self esteem and passion for reading while they’re still finding their voice. If children aren’t inspired to read then they will just turn to their play-stations and x-boxes instead.”

Find out why the Bark & Read Foundation was launched and what makes dogs the perfect classroom companion for children learning to read.
Now please go back to Give a Book.

Sunday 19 May 2013

The message of the medium

Another interesting and important study from the National Literacy Trust about children who read on e-readers compared to those who read printed books. The study shows that for the first time there are more children now who read on e-readers than in print, that most children have access to computers at home, and that those who read on e-readers are less adept at reading and also enjoy it less.
Think on this, read the study and then please return to Give a Book to give a book to someone who really needs one.

Wednesday 15 May 2013

The Power of Books

We've had a lovely message from Mandrem in Goa from Helen at Helping Elsewhere. This is the only place outside the UK we give books to and we are delighted to do so. Helen writes:

"Once again we are offering huge, huge thanks to Give a Book for donating another wonderful selection of children’s reference books!! This is the second year running that our friends Claudia and Andy have foregone a good part of their flight luggage allowance to bring these valuable resources out and Jacinta, our Mandrem headmistress, was lost for words when trying to express her gratitude to people from so far away. As before, we are dividing the books between Mandrem and Sirsi (who haven’t quite got theirs yet!).

Please do take a look at what Give a Book does – it really is extraordinary – and if you believe in the power of books to address needs and spread pleasure across society then do please think about helping out where and when you can.
Give a Book at Sirsi

Back to Mandrem, and we were also privileged to meet two of Claudia’s and Andy’s friends, Henry and Sue Dixon. They are also long term Goa fans and had come loaded with all sorts of reading and arts materials for Mandrem school. We were very touched to learn that Henry had taken quite a lot of time out from a very busy year as High Sheriff of Clwyd in order to source a lot of donated books.

And let us not forget Filomena and Jorge Borba’s continued support in America – this year they have sent an appreciable amount of money to be spent on the library and sports equipment. They fell in love with our little bit of Goa when they visited a few years back, and have continued to support us from Boston ever since. And don’t forget they are sponsoring two more Sirsi schoolkids!

It was a really great ‘feel good’ experience when Henry, Sue and I visited Mandrem a few days back to give the teachers and kids an amazing range of books, to give Jacinta the money, and to show Henry and Sue the quality of our little village school now!

Thank you to everybody again for making this work!"

Now go back to Give a Book.

Sunday 5 May 2013

The importance of instilling a need to read

A characteristically trenchant and excellent article in The Telegraph the other day by Jonathan Douglas  Director of the National Literacy Trust , a charity that transforms lives through literacy. We quote it here in full.
Teens who choose to pick up a book for pleasure are more likely to succeed in life, research shows. But getting them to do so isn’t easy, says Jonathan Douglas.
Reading for pleasure at the age of 15 is a strong factor in determining future social mobility. Indeed, it has been revealed as the most important indicator of the future success of the child. That was the startling finding of research carried out by the Organisation for Economic Co-operation and Development on education and reading, and their role in promoting social mobility. It highlights why getting teenagers to read for pleasure is more than a sepia-tinted ambition for frustrated parents. It is a fundamental social issue.
The research findings need unpicking. A distinction is being drawn between different motivations for reading – whether it is done for its own sake, or whether it is the result of being cajoled by carrots and sticks. Research suggests those who read for pleasure demonstrate an intrinsic desire to engage with stories, texts and learning. Reading for pleasure therefore reveals a predisposition not just to literature, but to the sort of lifelong learning that explains increased social mobility.
There is a simple conclusion to draw from all this. We must encourage our children to read for pleasure. But that is easy to say and hard to achieve, particularly in the culture in which many young people grow up today in Britain. They have plenty of other leisure activities to choose from.
They can, of course, read on a screen, but we read in different ways when reading different formats. The language of emails, for example, is not the same as the language we would use in a letter. Analysis so far of the impact of digital literature is that it can play an important role in building core literacy skills, but there is an ongoing debate about whether it conveys the same benefits as reading a physical book. Initial research in the United States would appear to suggest that it doesn’t.
There are also differences between boys and girls in terms of reading for pleasure. In Britain, girls read more and have more positive attitudes to reading than boys. This is not a universal phenomenon. In India, by contrast, it is the other way around, though that may have more to do with questions of gender and access in that society.
In Britain, it is about gender and attitude. The reluctance of boys to read for pleasure seems more social than biological. A recent commission led by National Literacy Trust (NLT), of which I am the director, with the All Party Parliamentary Literacy Group found that, for many boys, reading for pleasure was just not something they wanted to be seen doing.
We can dig beneath this headline assertion and identify other potential reasons for the reluctance of many boys to read in their own time. Does the predominance of women in the primary school workforce, where reading is encouraged, make it seem a largely female activity? And what about research that shows that girls from an early age are more likely than boys to be given books, that girls are more likely to be taken to libraries and bookshops, and that mothers, rather than fathers, are more likely to read to children?
I would also argue that a youth culture that shuns reading for pleasure must also be related to the way literacy has been taught in our schools. In 1998, the Labour government introduced a National Literacy Strategy. It produced an improvement in reading standards in primary schools, but it also seems to have reduced levels of reading for pleasure. We need to address this urgently.
The reading for pleasure habit, I firmly believe, can only be built by giving youngsters the sort of books that interest them. So school libraries, for instance, should not only stock books that support the curriculum, but also books that match pupils’ own interests, sparking their enthusiasm for reading and books. If that means car manuals or books about football for boys, then so be it.
As well as chiming with their interests, books that hook young people into reading need to resonate with who they are. The teenage novels of the past four decades are an extraordinary development in literature, and explore the teenage identity.
This has not always been the case. When I was a teenager, once I had outgrown Rosemary Sutcliff, C S Lewis and J R R Tolkien, the standard literary journey moved on to Sherlock Holmes or Agatha Christie – a strange hinterland of innocent experiences of adulthood. Meanwhile, in the classroom, the emphasis was on building our knowledge of the canon of classics of English literature. That often felt far removed from anything I was actually going through as a teenager.
It was only in the Seventies that writers such as Aidan Chambers, with his “Dance” sequence of novels, and Robert Cormier, with The Chocolate War and others, came along with literature specifically for teenagers, which chimed with what they wanted to read in the same way that pop music resonated with what they wanted to hear.
And that transformation continues apace today in the hands of the likes of Melvin Burgess and Malorie Blackman. They write extraordinary, psychologically acute books for teenagers that give them access to truths that adults are sometimes too scared to tell them. Burgess’s Junk is about a group of teenage tearaways in Bristol who fall into anarchism and heroin addiction. It deals with issues that teenagers may be experiencing in life for the first time, but deals with them in the safe environment of the pages of a book. Or his Nicholas Dane, loosely based on Oliver Twist but set in care homes in Manchester. Just as Dickens dealt with the reality of his times, this book exposes its readers to present-day reality, and therefore has a greater resonance for them.
I’m not saying that teenage readers shouldn’t tackle Dickens. It is not an either/or. But if we only give them Dickens, or other books that adults think are “good” or “appropriate” for them, then we are potentially missing an opportunity to instill in them that vital habit of reading for pleasure.
There is a balance to be struck, and this goes to the heart of the current debate about whether a canon of classics needs to be imposed on teenage students in our schools. Some say that this proposal is wrong, that the way to get them reading for pleasure is to give them complete freedom to choose. Others say that without a knowledge of the classics, they are being failed by the education system because they will miss out not only on great literature, but also on a vital part of their own cultural identity and heritage.
Perhaps the way forward is to remove the barriers between teenage fiction and the classics, to acknowledge that both have their role in encouraging reading for pleasure, and that those roles may overlap. The national curriculum today gives great leeway in choosing the books that are to be studied, but what that tends to mean is that the selection now falls not to examiners or ministers, nor to pupils, but to their teachers.
To make the most of these freedoms, teachers need to know about teenage writing. They must seize on the work of a new generation of writers for teenagers as a priceless teaching resource. Sadly, the Times Education Supplement’s recent survey of teachers’ top 100 books suggests that their knowledge of new writing is patchy. To Kill a Mockingbird and Of Mice and Men remain the unimaginative staple diet for many.
This is where school librarians need to come to the curriculum’s rescue. As schools’ resident book experts, school librarians have never been so important as they will be in the next 18 months, as teachers look for support in finding the books that will teach the new curriculum.
The resources we have to inspire young people’s reading are greater and more profound than ever before. If we make the most of them, the results will be extraordinary for individuals and for society. And for the disadvantaged young people the NLT works with, reading is no less than a lifeline.

Jonathan Douglas will appear with authors Malorie Blackman, Melvin Burgess and Hayley Long at the Telegraph Hay Festival on May 30 at 5.30pm in a question time session for young-adult fiction fans.

Now go back to Give a Book.