Summer reading programs

Library summer reading programs are one of those things that the public intrinsically believes to be good. While public libraries are constantly asked to prove that they are still useful and relevant, I do not see many instances where libraries are challenged to prove the worth of summer reading programs specifically.

A post on the State of Delaware Division of Libraries blog looks at a three-year study performed at the New York State Library whose results may call into question the widespread effectiveness of summer reading programs. While the study applauds the effects of summer reading programs, it also suggests that libraries may need to do more for disadvantaged youth to combat the “summer slide.” Students from a higher socioeconomic background generally have more access to books and encouragement outside of school already. Their participation in summer reading programs is of course advantageous, however, engagement in some sort of summer curricular activity may be more critical for youth who do not have “positive reading practices, and connections with institutions supportive of self-discovery and reading” outside of the classroom.

A second article I examined this week from School Library Journal, titled Flipped!: Want to Get Teens Excited about Summer Reading? Just Add Video proposed an innovative way to spark teen interest in reading programs. I was particularly interested in this article as I often wonder if traditional summer reading programs actually entice alliterate teens into picking up a book. The opportunity to win free passes and novels might be enticing for a kid who already loves to read, but I don’t think a movie ticket is enough to get non-readers to suddenly pick up a book. To solve this very problem, the King County Library System (Washington) created a Read.Flip.Win. program, which asked teens to create video trailers for their favorite reads. As the author affirms, this spin on a traditional summer reading program appealed to existing patrons, but drew new library users as well. The librarians were especially impressed with how at ease their young patrons were with this medium. Also, even though the library purchased some flip-style video cameras so that patrons without the necessary technology could still participate, they found that very few participants needed the library’s cameras. It would therefore be interesting to know if participants were primarily middle- or upper-class teens.

However, it still remains, in my humble opinion, that getting kids to read or even just visit the library under any circumstance (and at any time of year) can never have negative consequences.

Wooten, J. (2009). Flipped!: Want to Get Teens Excited about Summer Reading? Just Add Video. School Library Journal, 55(5), p. 38-40.