http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Creating a reading culture in primary and secondary schools
1 online resource ( xxi, 207 pages) : illustrations.
Intro -- Title page -- Contents -- Figures and Tables -- About the Author -- Acknowledgements -- Abbreviations -- Introduction -- 1 Why a Whole School Reading Culture? -- Reading and social and environmental supports -- Expired expectations and orphaned responsibility -- Reading beyond testing -- Benefits of reading engagement for literacy -- Literacy and cross-curricular learning -- Real-world advantages -- The question of gender -- Sliding literacy, reading interest and reading frequency -- Read anything for literacy? -- The ongoing importance of paper books
The importance of the school library -- Recovering from COVID-19 related literacy learning loss -- 2 Research-Supported Practices to Choose From -- Opportunities for regular silent reading for pleasure -- Supporting choice -- Accessible and visible books -- Investment in school libraries and collection building -- Investment in qualified school library professionals -- Teacher modelling -- Engaging parental support -- Talking about books -- Creating and sustaining reading spaces -- Reading aloud -- Professional development and laying the foundation -- Promising emerging possibilities
Activities to be subject to measures of effectiveness -- 3 Stakeholder Engagement and Resourcing -- Planning for initial and sustained educator and leader engagement -- Parents and guardians -- Grants for school-based research initiatives -- 4 Implementation Planning and Change Management -- Change management -- Leading change in schools -- Step 1. Assess the opportunity for change and empower others to commit -- Step 2. Create and support a reading culture team -- Step 3. Formulate and communicate a powerful vision of the change -- Step 4. Plan for implementation -- Writing implementation plans
Monitor and strengthen the change process over time -- 5 Evaluation -- More about goals -- Introduction to basic quantitative, qualitative and mixed methods analysis and data -- Getting quality evaluation data from children -- Quantitative analysis and data for schools -- Qualitative analysis and data for schools -- Mixed-methods analysis and data for schools -- Determining baseline data needs and evaluation planning -- Boosting quality with academic partnership -- 6 Reporting -- Ethical reporting -- Professional outputs -- Media outputs -- Academic outputs -- Final points -- Conclusions
We need more research -- References -- Index
Description based upon print version of record.
Includes bibliographical references and index.