Riveting Reads: Boys into Books 11-14
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How do I know if I’ve succeeded?
Encouraging more boys to read (and boys to read more)
should be a long-term campaign. Have clear aims at the outset, decide
which activities you’ll try in the first year, the second year, and
so on; build in milestones and celebrations; keep collecting evidence.
As elsewhere, evidence can be quantitative – number of boys
in the library; borrowing data from library management system; and remember
to keep event attendance figures by gender – or qualitative, covering improvements in
boys’ curriculum work; improvements you have noted, in confidence, writing reviews,
behaviour, etc.; and anecdotes from boys themselves. There are many
more aspects you can measure (increased motivation, for example), and ways
of measuring (observation, survey, interviews, polls).
Remember that ‘a picture is worth a thousand
words’, so photograph all you do, circulate these, and add them to
reports. Quirky photographs of boys reading in the library bring home
the impact you’re having.
Boys Into Books
Introduction Overview
- Why should you read the introduction?
- Do boys read?
- Is it my problem?
- What’s the background?
- Isn’t it too late by Key Stage 3?
- What do boys want?
- I’ve got the books – where are the boys?
- But what about the girls?
- Who else can help me get them reading?
- Which activities work?
- Doesn’t technology appeal more to boys?
- Can’t parents help?
- How do I know if I’ve succeeded?
- What’s in this list?
- What shall I do with this list?
- What else can I do about boys’ reading?
- Where else can I get help?
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