Article Review #1 Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books

Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books  

by Ray Dorion

Information books inspire!!  This article discusses the advantages of using quality children’s information books to encourage more students to read. It also provides practical ideas for teacher librarians (and teachers) to help motivate young readers. He begins by explaining that information books can be used for pleasurable reading or for research, but that several studies have identified their role to increase student reading interest and reading preference. (Monson & Sebesta 1991, Morrow & Gambrell 2001 and Sanacore 1992). 

Traditionally, teachers tend to use narrative text for instruction, and illustrations to engage readers. The interest and excitement over information books is rarely established. What Dorion hopes for, is a balance between fiction and information books, as equal tools for teaching literacy. (p40)  Researcher, Louise Rosenblatt (1989,1991), suggests that there are two reasons for adopting information (truth or fiction). An “efferent stance (the search for information), and the aesthetic stance (a relation to reading through thoughts, feelings and personal experiences)” (p 41).  Literacy teachers must teach students how to see a text from both perspectives, then the student will not  automatically look to an information text for research information, and a novel for entertainment. From my experience, “The Guinness World Book of Records” is the one place you can read from both perspectives, without trying too hard. 

Not until the 1960’s did children’s information books become ”legitimate literary forms”. (p44) And since then, many prestigious awards have been created to recognize the value of information texts for children. It has been recognized, that just like fictional writers, information advocates have since begun to draw attention to the importance of their work. Russell Freedman (1992) explains that the key to a quality information text is “to pursue that elusive quality called ‘truth’” (p42), which prompts a sense of exploration and discovery in an information book. This quality is also parallel to the essence of a fictional story book, that shares feelings and ideas that inspire and motivate. (p42)  Also, Dorion explains that it is not necessarily the awards, pictures or content of books that catch the attention of young readers. They are drawn to certain types of literature due to the enthusiasm a respected adult has shown towards it. If the same attitudes are felt by teachers towards information books, “we know our students will quickly follow our example (Hickman 1983) (p 44). It also works to survey student interests and ensure those topics are included in text selections.  Respect their interests and give them opportunity to increase their reading proficiency levels. 

Some strategies to encourage reading information texts include reading aloud and providing shared and individual reading activities. “We read aloud; we read along; we read alone (Cooper 2002) ... we read a lot” (p 44). Learners need direct instruction, but they also need practice. Browse through information books with students, but also provide and highlight for independent investigation. As a teacher librarian, one must use  displays, posters and location to drawn attention to information books. Introduce them in book talks with classes and use reading records or contests. Incorporate book buddies (older readers) to read together, organize author studies, create projects to write and publish their own information text, pictures, graphics, cover design, table of contents, and bibliography. Also in addition to information books, Dorion suggest newspapers, magazines and websites are excellent sources to encourage “information “ reading. 

References

Dorion, R. (2003). Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books. University of Prince Edward Island, Canada. School Libraries Worldwide. Vol. 9, Number 1, 2003, 39-49.