Reader’s Response to How Reading Changed My Life



SUMMARY

I first encountered Quindlen’s How Reading Changed My Life in college. Rereading it was a good reminder of why I chose to pursue a degree in library and information science. Since my first exposure to this text, it has influenced my teaching and has been a reassurance that others, specifically Anna Quindlen, share the emotions I experience when immersed in literature. After reading it again I realize that the love of literature is really at the crux of all I do.

Anna’s book chronicles her love of reading from childhood to adulthood. She speaks to the isolation she felt when, as a child, she contentedly curled up in a chair reading while those around her played with each other engaged in more active activities. From the time she was young, Quinlan states that she had a feeling she should be somewhere other than where she was; her readings afforded her the opportunity to fulfill that desire, even if only through the pages of her book. Quinlan discusses maturing and beginning to read books that many thought “inappropriate” and recalls the lessons learned through these books and what a key element they were to her adolescence.

The discussion goes much deeper than describing how her passion for reading progressed through adulthood. She delves into the history of books and the evolution of reading from an activity reserved for the elite to a critical part of emancipating those less fortunate. As an example she cites the Nazi book burnings and the harsh punishments for slaves who learned to read. She talks of the continued perception of “quality books” as a form of elitism and the disdain many academics place toward social reading of “beach books” and mass produced novels. Through and through she emphasizes reading what you love and demonstrates the life changing effects it can have.

Quindlen does not shy away from controversial issues and discusses book banning and its negative effects. She examines the opinion of some who feel that the days of the published book are dwindling as electronic media becomes increasingly more popular. This is not an opinion she shares.

REFLECTION

As I read, I found my mind wandering to various scenes in my favorite book -or as Quindlen (1998) calls it, “the book” (33). The Hours had a profound influence on me during college. It was MY BOOK. As I read Quindlen’s book I was transported to Laura Brown’s bedroom, specifically the part where she lie in bed immersed in Mrs. Dalloway by Virginia Woolf. She was living what would be, by many, considered the perfect life, yet she was unsatisfied and terribly unhappy. Laura found solace in the pages of the novel and, through the novel, ultimately found the courage to live the life for which she longed.

I love sitting in my favorite chair reading a new book as my cat, Lou Grant, bats at my head begging for attention. In those moments I am physically present in my home, yet I am mentally anything but present. I become immersed in the characters and settings and curious as to how the story will end. I feel content in my world doing one of the things I love best. I understand completely when Quindlen discusses how her love of reading could at times feel isolating. There are times where I would love to ignore the phone and the request of friends to meet for dinner -to return to the “real world” – as I am content in the world the author creates for me through the pages of their story.

I also commiserate with the statement that so much of what is read is read for purpose. I find myself currently struggling with this reality. I balance working full-time as well as taking two classes to finish my MLIS degree. Reading for pleasure is rare. I either read to prepare for lessons or to prepare for my classes at Dominican. I miss the joy of reading what I want for no other reason than to enjoy myself. As I reflect further on this concept, I believe this may correlate to the students I teach and to the lack of students I truly consider to be what is often referred to as a “bookworm.” I am often surprised at how few students are voracious readers. It seems that they read to meet their Accelerated Reader requirement for class, to do research for a project, or to please their parents who feel they are not challenging themselves. Few students devour books in the way I remember so many of my friends doing when I was younger. I cannot help but wonder if this is due to the schedules students carry. When the school day ends they go to soccer practice, piano practice, dance class, and often all of the above and then some. Weekends are not for relaxing but are for Chinese school, Kumon, tutoring, soccer games, etc. I wonder if what I perceive as a decrease in those who truly devour books is due to the gross over scheduling that applies to so many students.

I chuckled aloud when Quindlen said, “Of those of us who read because we love it more than anything, who feel about bookstores the way some people feel about a jeweler” (p. 12). Those who know me well will quickly attest to this. When I have suffered through a long, difficult day I steer my car toward Anderson’s Bookshop, undeniably one of my favorite places in the world. It seems that the trials and tribulations of the day are quickly dissolved as I walk through the door, breathe in the scent of new books, and envelop myself with books I am anxious to explore.

ACTION PLAN

To me the essence of this book is Quindlen’s unabashed love of reading and how this love impacts her life. I see this as the heart of my action plan. My goal is, and always has been, to encourage the students I work with to love literature. It sounds simple, and perhaps a bit basic, but that is it. Granted I work with teachers to support their curriculum, co-teach, and promote technology, and complete a myriad of other tasks, but my ultimate goal is to make readers of those with whom I work.

As previously mentioned, I worry about the amount of reading for purpose that students do. I want students to discover the pleasure of reading for fun, reading what they want for no other reason than it makes them happy. This year I started the “Fire Up With Reading” program where students earn a dragon scale for completing a book. I do not require that the books be part of the Accelerated Reader program, complement their reading level, or meet the requirements of a project- they are being rewarded for reading what they want. I introduced this after a discussion about reading for fun and the excitement I feel when I am completely absorbed in a book. I use the honor system, their parents do not need to approve what they read or verify that they have read. Monthly prizes are rewarded for those with the most scales and different incentives, or challenges, will be presented as the year progresses. The program is simple, the timeline is from October – Dr. Seuss’s birthday--the resources necessary are books, rewards, and a dragon in the library to which the scales will be added. The idea for this project is from Toni Buzzeo’s book Fire Up With Reading. (I am also trying to motivate students by adding my own scales to the dragon. At last count I had 42).

I challenge myself to find those niche, or “long tail”, books that will capture the interest of those students who are hard to engage. I spend time talking with students and surveying their interests and then purchase books that fit the child, especially if the library is lacking in that area. We have established a rapport and students now approach me to ask if I can order a specific book. I find myself on the phone with Anderson’s Bookshop at least once a day, and often more frequently, as I call and reserve a specific title to pick up after school. The student often has the desired book in their hand the day after they request it. I realized how often I do this when I was not at Anderson’s for a couple of days and they asked where I was because they were concerned that I was sick. This facet of my action plan requires funds to procure the books. Fortunately, my school district has established an open purchase order so I can easily walk in and obtain what I need.

I am also actively focused on engaging students in book discussions, even if it is just in the form of sharing their favorite book or providing a recommendation to another student. I have started two public bulletin boards focused on student reviews of literature. One is titled “Give Your Two Cents” where students or faculty can write a brief review of a book and post it on the bulletin board which will remain up through the year. Another project is “Star Books” (as opposed to Starbucks) where children choose a book that they think is worthy of the title Star Book. This is a lesson I taught to 3rd and 4th graders. For this activity they complete a press badge that includes the title of the book, the call number, a brief description of why it is a star book, and a copy of the book cover. It is then posted in our Star Books Media Café. Both boards require few physical objects beyond paper, ink, tape, etc. Star Books is slightly different as it does require a sizeable time commitment to teach the students how to complete their press badge.

I know that it is often challenging to get young boys to read and consider this demographic specifically in my action plan. Although they are obviously included in all of the above activities, I realize the importance of reaching out to them. I am exploring the idea of beginning a book club catered specifically to boys’ interests. Some may find it controversial to create a gender based club, but I see the validity and think it merits exploration. The resources necessary for this endeavor are books, participants, and time.

The final aspect of my plan revolves around respecting what children read and allowing them to read whatever they want without judgment. Quindlen discusses the lessons she learned from reading controversial books and the exposure she was given to lifestyles and cultures vastly different from her own. I work diligently to foster this and, as a result, will not share a student’s book record with other teachers in the school. This is often viewed unfavorably by those with whom I work. They ask about what a student is reading assuming that I will share this information and are surprised, and sometimes offended, that I do not. What the child chooses to read is sacred and confidential. The timid boy who waits until the library is somewhat empty before coming to check out the latest Babymouse (hidden under all of his other books) does not need to worry that I will share with others that he is reading the Babymouse series. Children find what they need in books.

My action plan may seem simple and require few resources, yet I feel it is the keystone of a successful library and is critical for fostering the love of reading. I do not think that a sophisticated or resource dependent plan would help me achieve my goals any better nor would it fit the setting in which I work. Students are excited about reading, feel comfortable asking me to purchase books we do not yet have, and use the library during their free time. So far my plan seems to be working. I look forward to seeing it continue to do so.

Works Cited

Quindlen, A. (1998). How Reading Changed My Life. New York: The Ballantine Publishing Group.

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Reader’s Response to:

How Reading Changed My Life

2009

John Schumacher

LIS 725

10/26/2009

Reader’s Response to: How Reading Changed My Life

John Schumacher

LIS 725

10/26/2009

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