The Breakfast Book Club by bzs14448

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									     Books, Bagels, and Becoming Adult Readers:
 Partners in Learning Create the Breakfast Book Club
            NCTE Annual Convention, 2003




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The Breakfast Book
       Club
 Negotiating the Borders Between
  Adolescent and Adult Literacy
    Background and Rationale
As teachers of literature we sometimes wonder if our literary
instruction, effective as it might be in the classroom, actually
inspires our students to read for pleasure or if causes them to
leave reading behind as they leave our classrooms. While
students may willingly engage in school-sponsored, teacher-
directed conversations about literature, there is speculation about
the degree to which these discussions carry over into adult
literacy practices and life-long pleasure reading.

         Additionally, many students experience reading as a
painful and onerous task, one that seems to hold little personal
relevance. In other words, they wouldn't read if they didn't have
to. Such concerns resulted in the conception of the Breakfast
Book Club, an elective context in which adolescents are offered
their own books in exchange for participating in non-teacher
directed conversations about literature.
     Who Are the Partners in the
       Breakfast Book Club?
                        Community Members
Teachers




           Librarians                  Students
Goals of the Breakfast Book Club
Encourage adolescents to become lifetime pleasure
readers
Remediate the kind of traditional pedagogical practices
that sometimes cause students to loathe rather than love
literature
Help adolescents negotiate the border between school-
sponsored reading and adult reading in the hopes of
increasing their out-of-school reading
Expand our understanding of the gendered nature of
literacy practices so that male and female adolescents,
both urban and suburban, can become more engaged in
reading
Use contemporary literature to build bridges between
urban and suburban adolescents by providing a site for
discussion of issues of race, class, and culture
   BBC Goals Reflect District,
Curriculum, and Classroom Goals
 District
   Mission "....create responsible lifelong learners”
   Search institute assets include reading for pleasure as one
    subset for "Constructive use of time"

 Curriculum
   New required selections in 6-12 are more engaging to students,
    reflect greater diversity, and include more contemporary authors
   Close partnering with school librarians

 Classrooms
  6-12 language arts include outside pleasure reading in part of
    each course
  Elementary classrooms some variation of SSR
In What Ways Is the Book Club
     Not about School ?
Text Selection
The Breakfast Book Club in Action
The Nature of Talk about Books



     Quic kTim e™ and a Sorenson Video decompres sor are needed to s ee this pic ture.
Gender Dynamics


           Membership by Gender
                      (no data for 01-02)

            160

            140

            120

            100

             80

             60

             40

             20

              0
                  2002-2003                 2003-2004
                              Male   Female
A Tale of Two Schools
    Student Response to the BBC
“Books can really open our minds            “The books brought strangers
to different cultures and make us           together; we were united by a
more receptive to our own                   common text.”
environment too.”
                                                “Books Rule!”
 “I was impressed by the level of thought
 and understanding of all the book
 readers. The ideas discussed were           “I was surprised how open people
 profound — I thought most people were       became about their lives when
                                             connected to books and how easy
 only reading the book casually.”            conversation was.”

 “I found it very interesting to hear what other people of my age and of a
 different background had to say about the book. People had interesting
  input on how they would personally relate to the book. I didn’t relate a
   whole lot to the book so it added to my understanding by hearing what
                       these other people had to say.”
What We’ve Learned
       About
       About
     Reading
    Teaching
     Students
    Literature
Major funding provided by the Edina Education Fund
For handouts and a link to view this presentation, visit:
http://www.edina.k12.mn.us/edinahigh/departments/media/index.htm#bbc

								
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