“According to Nell (1988), reading for pleasure is a form of play that allows us to experience other worlds and roles in our imagination. Holden (2004) also conceived of reading as a “creative activity” that is far removed from the passive pursuit it is frequently perceived to be. Others have described reading for pleasure as a hermeneutic, interpretative activity, which is shaped by the reader’s expectations and experiences as well as by the social contexts in which it takes place (e.g. Graff, 1992).”
Everything the school library does is in the service of student learning. Learning is change. For the most part, we are not consciously aware of all the changes that occur in our brain and body when we are learning. We can often describe observable aspects of learning such as an improvements in our accuracy in kicking a ball through the goal posts, the ability to solve a challenging math problem, a new way to fold the worlds best ever paper plane, or a new historical insight but the neurological and physiological changes in our bodies are hidden. These new skills or new knowledge may indicate that learning has occurred however they are far from providing a complete understanding of the change that has taken place. This is where understanding the embodied mind can lead us to a more holistic view of learning. Learning that we can directly observe, test or that we are conscious of is only the very tip of the iceberg. Learning is a process that involves the entire body in a complex system of interdependent subsystems. The brain is a dominant arbiter in the learning process however the brain only functions within the context of the body – as Guy Claxton explains, the “brain and the body function as a single unit” (Claxton, 2015 p 89). Continue reading The embodied library : learning to read→
“Children should leave school with a sense that if they act, and act strategically, they can accomplish their goals. I call this feeling a sense of agency.”
“The spark of agency is simply the perception that the environment is responsive to our actions, and many researchers argue that agency is a fundamental human desire.”
“This desire for agency persists throughout life and is so powerful, that when people feel there is no relationship between what they do and what happens, they become depressed and helpless.”
“Teachers’ conversations with children help the children build the bridges between action and consequence that develop their sense of agency. They show children how, by acting strategically, they accomplish things, and at the same time, that they are the kind of person who accomplishes things.”
This post will not be surprising coming from a librarian but still, it needs to be said. I call it Fast Food Literacy (#FastFoodLiteracy). I am talking about the prepackaged and heavily marketed reading programs produced by the big educational publishers. They are attractively packaged and so convenient that a school can purchase a large levelled reading set or online program at the push of a button. In contrast, to build a library collection of a similar size takes many hours of carefully reading reviews by trusted sources and researching authors to ensure the very best of what the world has to offer in literature is available to the students when they need it. A library collection built in this way is also tailored to suit the unique needs of that school community. How could a generic levelled one-size-fits-all reading package possibly meet the needs of every school community around the world?
The analogy with fast food seems so obvious when reading sets arrive in their brightly coloured cardboard prboxes with the easy access flip-lid.