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  • Unit: Independent Reading Selections Grade: 9-12
    Established Goals (Standards)
    ISB 21st-Century Learner Outcomes

    As Effective Global Collaborators, ISB Students will:
    • Acquire an international education that inspires understanding and enthusiasm for world citizenship and service to others.
    • Engage with students of different cultures inside and outside school.
    • Use their prior knowledge to help make connections between disciplines and the real world.
    • Understand that communication networks and tools are powerful mediums to spread positive change or to negatively impact others.
    Blended NETS & AASL Standards (thanks to Greg Curtis, ISBeijing, 2009)

    Standard 7: Pursue Personal and Aesthetic Growth Students demonstrate an appreciation of media resources. Students:

    a. read, view, and listen for pleasure and personal growth. AASL 4.1.1
    b. respond to literature and creative expressions of ideas in various formats and genres AASL 4.1.3
    c. show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. AASL 4.2.4
    d. evaluate own ability to select resources engaging/appropriate for personal interests and needs. AASL 4.4.
    Enduring Understandings Essential Questions
    From ISB21 Enduring Understandings and Essential Questions
    1. Communication networks are powerful mediums to spread positive change or to negatively impact others.(Literature, whether in traditional print, audio format, or in multimedia (e.g. presentation/video/movie) format represents one side of a communication network)
    2. People use information and communication tools to learn from each other , innovate and collaboratively problem solve. (Literature is used to communicate ideas, share values, and influence others)
    3. Communication behaviors and actions impact the access and safety of users. (Readers can explore inaccessible or dangerous situations aby vicariously experiencing these through literature)
    4. Everyone is biased and that bias is based on each person’s life experiences. (LIfe experiences include ALL experiences a person is exposed to, including those experienced through literature)
    		 1. How might Independent Reading selections help students to;
    • Understand personal issues and problems
    • Vicariously explore coping strategies for "real-life" proplems and challenges
    • Develop a balanced "world view"?
    2. How can school librarians, without benefit of "captive audience" formal classes, reach the widest possible audience and help;

    • Established readers locate new material to broaden their reading horizons
    • ESL readers to locate materials at the "Instructional Reading Level" rather than the "Frustration Level)
    • Reluctant readers find material which will motivate and challenge them to become readers
    Stage 2 – Assessment Evidence
    GRASPS Task Six Facets of Understanding
    Goal: To create and foster a positive usage trend in low, or lower than potential, circulation of new titles from a range of independent reading genres.

    Role: Librarian:
    • To act as the "guide on the side" for students seeking Independent Reading selection
    • To provide promotional models which student facilitators and teacher collaborators might use to promote specific selections. Tools used may include;
    • Digital tools
    • Traditional Tools
      • Placement of new titles with teachers for reading & rec
      • Redesigning a "Digital Age" display for high-profile titles in the library "hot zones".(tentative budget approved 251009 - project "Facelift" projected for November/December
    Role: Student Facilitators (HS Library "Gutenberg's Intent" club members:
    • To assume student leadership roles in piloting digital tools use and in creating promotional material recommending Independent reading materials;
    Role: Student Drop-In Library users:

    Audience: Students Gr. 9-12; all Main Library patrons (adult library users are important too!)

    Situation: Free-Period and Drop-In (before school, lunch, after school)

    Product Performance: Circulation Statistics for specific genre examples and titles (Study samples will be chosen from the following example titles with prior limited or no circulation in ISB Main Library)

    Collaboratores:
    HS Librarian - Rob Rubis (concept and project outline)
    MS Librarian - Ida Kelsey (collaboration and promotion)
    HS Instructional Assistant - Khun Siriporn Soisuwan
    • Blog maintenance, library photography, Book Trailer updates
    Student Facilitators - Attitude Survey, Skype-an-Author participants, possible extension to create in-house book trailers.

    Extension: Sample Book Trailer (commerical edition)
    For use in the library Blogs and for Independent in Main Library

    Genre: Historical Fiction


    More Book Trailers and some BookTALKS:

    Award Winners:
    Crime Fiction
    Environmental/Speculative Fiction
    Fantasy/Horror
    Fantasy/Romance
    Historical Fiction
    Science Fiction
    World Lit/Adult Interest
    Young Adult
    		(Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize)

    Explain: Initial online survey results will provide a baseline genre and specific title popularity index. Student comments on the "Comment" survey question will provide some explanation of genre and title popularity.

    Apply: (Student library patrons) Students will choose works of literature recommended by other students and hopefully from new (for them) genres. Circulation stats will confirm usage and potential changes in specific title circulation.

    Perspective: At the simplest level, it is anticipated that students will react to selections with a preconceived perception of the genre, based on previous reading from within this. At a more advanced level (higher up Blooms Taxonomy), readers will hopefully react to the vicarious experience of reading from a new genre with new insights and understanding regarding personal interests or issues.

    Self-Knowledge, Student Readers: In the unstructured environment of the library and within the independent reading program, assessment of changes in self-knowledge will be tentative at best. Only if students choose to share changing perspectives resulting from new reading experiences will meaningful intuitions of changing self-knowledge be possible.

    Self-Knowledge, Student Facilitators: Students electing to create promotional materials for this project will be in a position to reflect on their self-knowledge. By asking them to select a promotional example from a genre they are not familiar with, it will be possible to gather data on their pre and post-reading impressions of the genre.

    Empathize: Students will model expanded understanding of the values or beliefs engendered in the specific literature samples selected through higher level interactions with student peers and teachers. At this time, no measurable external assessment of these potential changes has been devleloped.

    Concrete data on changes to individual "self-knowledge" will still be somewhat problematic due to limitations already outlined. In a drop-in, independent reading environment, applying formal attitudinal assessment tools may not be practical or appropriate.

    "Soft data", however, will be gathered and used in the following ways;

    • The attitude survey may be used to gather impressions on student attitudes to different genre.
    • For the purposes of this project, we will rely on anecdotal evidence (personal observation of and discussion with student readers) to assess whether there has been a change in reader empathy for the specific situation or dilemma.
    Time-frames for Data Gathering

    Book Trailers (library blog display)
    • Nov/Dec - new trailer weekly
    After "Twilight" attitude survey
    • Ongoing thorugh June/2010
    Skype-an-author
    • Target 1st author asap
    • Aim for one SaA/month, depending on student interest (this should become a self-sustaining activity
    Library Makeover (low-no tech, except for digital screen for book-trailers
    • Entrance makeover to be completed by Dec/09, and intended as a Pilot for a full library makeover slated for summer 2011.
    Placement of titles with teachers and adults - ongoing

    Circulation Data to be compared to Baseline data after Jan. 1, 2010

    The project will be considered a success if a minimum of 12 (approximately 60%) of selected titles experience either 50% monthly circulation increase, or make the list of top 10 weekly circulation picks in follett Destiny.

    HS Blog: International School Bangkok - Linkin’ OUT
    MS Blog: Read, Write, Connect

    More Book Trailers at:

    Circulation Baseline Data:

    Award Winners
    • Jellico Road. Melina Marchetta - 2 copies
      • Prior History - 3 circulations (2 Teachers, 1 student)
    • The Graveyard Book. Neil Gaiman - 6 copies
      • Prior History - 7/6/09 - 13 circulations (1 Gr 6 12- Gr.7)
    Crime Fiction
    • Hold Tight. Harlan Coben
      • Prior History - Acquired 2/9/09 - 5 checkouts (2 Parents, 2 Teachers, 1 Gr8)
    • Sucker Punch. Ray Banks
      • Prior History - Acquired 7/6/09 - 1 checkout (1Teacher)
    Environment/Speculative Fiction
    • The Road. Cormac McCarthy
      • Prior History - Acquired 8/30/07 - 3 checkouts (1 Parent, 1 Teacher, 1 Gr.11)
    • World Made by Hand. James Howard Kunstler
      • Prior History - Acquired 9/10/09 - 1 checkout (1 Teacher)
    Historical Fiction
    • Agincourt. Bernard Cornwell
      • Prior History - Acquired 10/05/09 - 2 checkouts (1 Teacher, 1 Parent)
    • Hood. Stephen Lawhead
      • Prior History - Acquired 02/07/08 - 2 Circulations (1 Teacher, 1 Gr9)
    Science Fiction/Fantasy
    • The Hunger Games. Suzzane Collins
      • Prior History - Acquired 02/09/09 - 13 Circulations (1 Teacher, 12 Gr 6/7 students)
    • The Mortal Instruments. Cassandra Clare
      • City of Bones
      • City of Ashes(not yet in circulation)
      • City of Glass (not yet in circulation)
      • Series History - Acquired 2/9/09 - 5 Checkouts (2 Gr 11, 2 gr 8, 1 Teacher)
      Fantasy/Horror
    • NightWorld. L.J. Smith
      • Huntress
      • Black Dawn
      • Witchlight
      • Series History - Acquired 7/6/09 - not yet in circulation (possible termite damage)
    World Literature/Adult Interest:
    • City of Thieves. David Benioff
      • Prior History - Acquired 7/6/09 - 2 Checkouts (2 Teachers)
      The Book Thief. Marcus Zusak
      • Prior History - Acquired 1/30/07 - 6 checkouts
    • Guardian. Julius Lester
      • Prior History - Acquired 7/6/09 - 1 Checkout (1 Teacher)
    Young Adult
    • Last Exit to Normal. Michael Harmon
      • Prior History - Acquired 7/6/09 - 1 Checkout (1 Teacher)
    • Bliss. Lauren Myracle
      • Prior History - Acquired 7/6/09 - 1 Checkout (1 Teacher)
    Non-Fiction (Environment/Climate Change)
    • When All Hell Breaks Loose. Cody Lunden
    • Prior History - Acquired 7/6-09 - 1 Checkout (1 Teacher)










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