This is the keynote presentation by Teri Lesesne and Donalyn Miller

1. 1
GivesmejoyDoesn’tgivemejoy
OnthesubjectofJOY

2. •Reading
•Gardening
•Museumsand
Zoos
•Peopletaking
“important”
phonecallsin
restaurantsand
airports
•Rigor,grit,and
staminausedas
educational
terms.
Donalyn
2

3. •Books
•Timetoread
•Climbingstairs
•Rushing
•Rudepeople
Teri
3

4. 4
Yourturn!

5. MakingaCase
ForReadingJOY

6. www.bookwhisperer.com
www.slideshare.net/donalynm
@donalynbooks
www.nerdybookclub.com

7. TeriLesesne
(rhymeswithinsane)
•@professornana
•Professornana.livejournal.com
•doctorL@shsu.edu
•bit.ly/pppd2016

11. Whatbringsreadersjoy?
11
ACCESSCHOICERESPONSE
Diagramfeaturedbyhttp://slidemodel.com

12. CHOICE
JOY
ACCESS
RESPONSE
12

13. ACCESS
13

14. Booksinthehomeareasimportantasparents’
educationallevelindetermininglevelof
educationchildrenwillattain.
–ResearchinSocialStratificationandMobility,June2010

15. Placingbooksinthehandsof
childrenfundamentallyinfluences
theirchancesforbothpersonaland
academicsuccess.
(Constantino,2014;Neuman&Celano,2012;Allington&McFranzen,
2013;Kim,2009)

17. Accesstoafull-time,degreedschool
librarianincreasesstudents'test
scores,closestheachievementgap,
andimproveswritingskills.
(Lance,2012)

18. 18

19. “Itisourbeliefthatlevelshaveno
placeinclassroomlibraries,inschool
libraries,inpubliclibraries,oron
reportcards.”
-
IreneFountasandGaySuPinnell,“FountasandPinnellSayLibrarians
ShouldGuideReadersbyInterest,NotLevel(2017)”

20. Labelingandshelvingabookwithan
assignedgrade[orreading]levelon
itsspineallowsotherstudentsto
observethereadinglevelofpeers,
thusthreateningtheconfidentiality
ofstudents’readinglevels.
-AmericanLibraryAssociation’sPositionStatementonthe
LabelingBooksWithReadingLevels

21. http://blog.leeandlow.com/2014/05/22/checkli
st-8-steps-to-creating-a-diverse-book-collection/

23. 23

24. 24
Resources
diversebooks.org/resources/where-to-find
-diverse-books/
weneeddiversebooks.org

25. CHOICE
25

26. Allowingstudentstoself-selecttheir
booksresultsinmoreinvolvementand
thusmoremotivationtoread.
(Sewell,2003;Gallagher,2009;Miller,2013;
Pruzinsky,2014)

27. Self-selectedreadingistwiceas
powerfulasteacher-selectedreading
indevelopingmotivationand
comprehension.
(Guthrie&Humenick,2004)

28. ScholasticKidsandFamilyReadingReport
scholastic.com/readingreport/home.html

29. 29

31. BEINGALLOWEDTOREADBOOKSWITHLOTSOF
PICTURESINTHEM.
Whatcouldsomeonedotomakeyou
wanttoreadBEFOREyouread?

32. Whatweknow
32
CarlsenandSherrill,1988
files.eric.ed.gov/fulltext/ED
295136.pdf

33. ●SettingasideTIMEforreading
●HavingateachershowINTERESTintheindividual's
reading
●HavingteachersREADALOUD
●BeingexposedtoaVARIETYofreadingfare
●ReceivinghelpfromLIBRARIANS
●OWNINGbooks
●SHARINGbookswithfriends
●Participatinginreader-centeredDISCUSSIONSof
literature
●BeingallowedfreedomofCHOICEinreadingfare

34. RESPONSE
34

35. HowReadersRespond
(Rosenblatt,Probst,Lesesne)
InterpretiveEvaluative
Personal
Critical

37. Personal,
Evaluative,Critical,
Interpretive

40. Students’voicesshouldbelouderthan
ours.

41. “Ihavelongbeenconvincedthat
thecentralandmostimportant
goalofreadinginstructionisto
fosteraloveofreading.”
–LindaGambrell,“CreatingClassroomCulturesthat
FosterReadingMotivation”