Running head: EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 1 Action Research Project Effects of Peer Booktalking on the Reading Habits of Eighth Grade Students Audrey S. Fowler University of Central Oklahoma
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 2 The purpose of this action research project was to determine whether broadcasting student-created booktalks would increase reading among eighth grade students. Research for this project was conducted at James L. Capps Middle School, located at 4020 North Grove, Warr Acres, OK 73122. The researcher was present at Capps Middle School for observation and collaboration on the following dates: November 9, 2011: 8:30-2:30 6 hr. November 10, 2011: 8:30-2:30 6 hr. November 16, 2011: 7:15 11:00 3.75 hr. Total hours: 15.75 hr. Additional collaboration was conducted on multiple occasions via email and telephone communication. The researcher collaborated with the library media specialist Mrs. Melanie Dry, and the eighth grade Title I Reading teacher Miss Jennifer Prince. Miss Prince expressed concern regarding what she perceived to be a lack of interest in leisure reading among the eighth grade students. To address this issue, the researcher conducted background research that explored the subject of reading promotion aimed at middle school students, and focused specifically on promotion techniques involving booktalking. In addition, the researcher investigated material pertaining to peer-to-peer influence on adolescent reading habits. The researcher then suggested that a good approach to addressing this problem might be for the eighth graders to hear booktalks that were created by students. The contents of the booktalks would be based upon the book suggestions of other students. She suggested that student voices be used, rather than the librarian s voice, so that the students would be influenced by the positive suggestions of their peers. She then suggested that a good method of delivering
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 3 the booktalks would be to record the booktalks in a podcast format, and then to broadcast the podcasts to the students. Miss Prince stated that she would play the podcasts in her classroom, and that the eighth grade teachers would play the podcasts in their homerooms. Foundational Research In the article Peer Influences on Young Adult Readers (2010), Vivien Howard discusses reluctant social communal readers. Howard interviewed two students named Tanner and Devon, who fit into this category. These students reading habits seem to closely parallel the reluctant reading habits of the eighth graders at Capps. Howard describes the boys reading habits as follows: Both teens had generally negative views about reading, stating that they found it boring, much less absorbing than other leisure activities such as sports, and that they had considerable difficulty both selecting and finishing books. They described a functional approach to reading; they usually read to gain some needed information, but they did not appear to read for aesthetic enjoyment and made little emotional connection with what they read. Neither Tanner nor Devon reported using the library or the Internet for reading advice, nor did they describe any positive adult reading mentors. However, they each spoke at length about the powerful influence of friends in encouraging and maintaining their reading habit, weak though it was Their engagement with reading was weak and they reported reading fairly infrequently, but they did read for pleasure, thanks to peer support and encouragement. (Howard, 2010, p. 37) One of the students that Howard interviewed explained that he had one particular friend that encouraged him to keep reading, and the other student explained that his reading habits were
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 4 influenced by a larger peer group. But, both teens acknowledged that they would be nonreaders if it weren t for their friends influence (Howard, 2010, p. 37). Based on this information, the action researcher determined that involving students in the creation of the podcasts would be the most effective means of delivering the booktalks. In addition, titles were selected for promotion based on book summaries that Mrs. Dry had collected from her students. These factors ensured that the reading promotion done for this action research project was centered on peer suggestion and influence. Action Research Method Four eighth grade library aides (three boys and one girl), were chosen from Mrs. Dry s first and second hour periods to perform the booktalks. The action researcher chose seven book summaries from the librarian s collection of student book summaries. The book summaries featured the books: Hatchet (1987) by Gary Paulsen, Junebug (1995) by Alice Mead, The Son of Neptune (2011) by Rick Riordan, Don t Tell Anyone (2000) by Peg Kehret, Framed (2010) by Gordon Korman, Treasure Island Graphic Novel (2007) adapted by Wim Coleman, and Woodsong (1990) by Gary Paulsen. The reading levels of these books range from upper elementary to middle school. The elementary level books were chosen to ensure that lower-level readers were exposed to books that they could read successfully. The booktalks were recorded over a span of three of the action researcher s visits to the Capps library. Prior to performing the recordings, the action researcher gave the library aides some tips about booktalking that were collected from Literature for Today s Young Adults (Nilsen, 2009, p. 340), and the tips included the following: 1. Be well-prepared by reading through the scripts once or twice before recording. 2. Ensure that the book talks do not tell the whole stories.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 5 3. Refrain from categorizing the titles according to what specific groups of students (boys versus girls, etc.) might or might not like to read. In addition, the library aides were instructed to make sure that the titles and authors of the books were mentioned twice in each booktalk. The purpose of this practice was to encourage listener retention of the names of the books, so that it would be easier for the listeners to request the books when they visited the library. See Appendix A for transcripts of the podcasts. During each podcast, the library aides read an introduction, followed by a series of two or three book summaries, and a conclusion. The same introduction message and conclusion message was used in each podcast for continuity, and to increase listener recognition. The podcasts were broadcast in Miss Prince s classroom and in various eighth grade homerooms, at various times between November 18, 2011 and November 22, 2011. On November 22, 2011, Miss Prince selected a random sampling of eighth grade students to take an online survey that was developed by the researcher. The purpose of the survey was to determine how the podcasts affected the students reading habits. The survey is located at the URL: http://www.surveymonkey.com/s/crzpg3r. See Appendix B for a copy of the survey. Results The survey had surprising results. Unfortunately, it seems that participation of the eighth grade homeroom teachers was lacking because, out of the 59 students who were surveyed, 66% reported that they had not heard the podcasts. To compensate for this, the researcher focused only on the survey responses from the 34% of students who had heard the podcasts. Figure 1 shows the results of the following survey questions: Question 1 - Are you male or female? Question 3 - Did you enjoy the booktalk podcasts?
Percentage % EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 6 Question 4 - Do you remember the names of any of the books that were mentioned in the booktalk podcasts? Question 5 - Did any of the books mentioned in the podcasts sound appealing to you? Question 6 - Did you visit the library to check-out or reserve any of the books that you heard about on the podcasts? Question 10 - Are you more likely to read a book if your friend(s) have read it? Figure 1 Responses to Survey Questions 1, 3, 4, 5, 6 & 10 100 90 80 70 60 50 40 30 20 10 0 Responses to Survey Questions 1, 3, 4, 5, 6 & 10 Male Female Yes No 84% of students who listened to the podcasts enjoyed them, and 58% found at least one of the books mentioned to be appealing. In addition, 74% of the students answered that they would be more likely to read a book if their friend(s) had read the book. 95% of the students who heard the podcasts did not visit the library to check-out or reserve the books that interested them, and 63% could not remember the titles of the books that were mentioned in the podcasts.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 7 The survey also questioned the students regarding their reading habits. This section of the survey included the following questions: Approximately how often do you read books that are not part of class assignments? What are your favorite types of books to read? Who helps you decide on a good book to read? The student responses to these questions are presented in Figures 2, 3 and 4. Figure 2 Survey Question 7: Approximately How Often Do You Read Books That Are Not Part of Class Assignments? Approximately how often do read books that are not part of class assignments? Less Than Once a Month 11% Never 16% Every Day 21% Once a Month 16% Once Every Two Weeks 10% Once a Week 26% Students were asked approximately how often they read books that are not part of class assignments. 21% of the students reported that they participate in leisure reading every day, and 26% do so once a week. The rest of the students indicated that they read for pleasure much less frequently, and 16% reported that they never read books that are not part of school
Percentage % EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 8 assignments. Students at Capps Middle School visit the library with their English classes biweekly, yet only 10% reported that they read once every two weeks. Figure 3 Survey Question 8: What Are Your Favorite Types of Books to Read? 45 40 35 30 25 20 15 10 5 0 What are your favorite types of books to read? Male Female Total Students were asked what types of books that they enjoyed reading, and the majority reported that they enjoy reading adventure stories. The adventure and comedy genres were particularly popular among the male students. The majority of female students responded that they preferred the adventure, fantasy, and mystery genres. A greater number of female than male students reported that they liked sports books. Very few students showed interest in non-fiction, and zero male students reported that they enjoyed the genre.
Percentage % EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 9 Figure 4 Survey Question 9: Who Helps You Decide On a Good Book to Read? 35 Who helps you decide on a good book to read? 30 25 20 15 10 Male Female Total 5 0 Parents Teachers Librarian Internet Friends or Other Students I choose by myself. The purpose of question 9 was to determine how much influence peers have on the eighth graders reading habits. Only 14% of the students reported that friends or other students helped them decide on a good book to read. Female students were almost twice as likely as male students to report friends or other students as influential in their book selections. Overall, the majority of students reported that they decide on a book by themselves. Parents, teachers, and the librarian were nearly tied for second place in the amount that they influence student reading habits. Male students were almost twice as likely as female students to list the librarian as important in helping them decide on a good book to read.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 10 Conclusion The results of this research are promising, in that it appears that peer booktalks may have a positive impact on student reading habits. In spite of the fact that only 14% of students reported that friends or other students influenced their choices on good books to read, 74% reported that they are more likely to read a book if a friend has read the book. So, peers do influence adolescent reading habits in some way. Therefore, utilizing student voices on the podcasts, and student book summaries seems to be a good approach to the booktalks. The majority of students reported that they enjoyed the podcasts, so this method of booktalking would be a good choice in the future to grab student attention. If the booktalks could be scheduled to play on the school announcements or in homeroom classrooms at a specific time each week, month, etc., the booktalks could become part of a routine that the students could expect and look forward to. Teacher and administrative participation would be vital for this to be successful. The librarian could also post the podcasts to the library s social media pages, including Facebook and Edmodo. Students who were friends of these pages could listen to the podcasts in their leisure time, as well as at school. Posting the podcasts on the social media pages would also be beneficial in aiding student retention of the book titles mentioned in the podcasts. If the students forgot the names of the books, they could simply listen to the booktalks again. In addition, the librarian would need to feature the books mentioned in the podcasts in the library. This could be done by displaying the books in a certain area of the library, or in the library window. As the books were checked out, print-outs of the books covers could be placed in the empty spots. In spite of the students finding the books appealing, at the time of this survey, only 5% of students visited the library to check-out the books that were featured on the podcasts. A solution
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 11 to this problem might be to encourage the teachers to allow their students to visit the library after the podcasts were played. In addition, the librarian could remind the students about the podcasts when they came to the library during their scheduled biweekly visits. This way students who were interested in books that were featured in the podcasts, but were unable to visit the library at the time the podcasts were aired, would still have the opportunity to check-out or reserve the books that sounded appealing. Survey question 8, which asked students about their genre preferences, could be utilized when choosing future titles for the booktalk podcasts. For example, the librarian could focus particularly on action and adventure novels, since those stories appeal to the widest range of survey respondents. Another survey of the entire eighth grade class could also be conducted to glean further in depth information regarding the students genre preferences. This additional data would provide a good foundation for selections of future titles for the podcasts. Student leisure reading is currently quite low among eighth graders at Capps Middle School. But, the booktalk podcasts are likely to have a positive impact on these students. The students have shown an interest in what their peers are reading, and have reported that they liked the podcasts that they have heard so far. With adequate faculty participation; posting the podcasts to social media sites to provide further student access; and with the use of book displays to help students remember the book titles, this program could be very beneficial in encouraging leisure reading among the eighth grade students who attend Capps Middle School.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 12 References Howard, V. (2010, Winter). Peer influences on young teen readers: An emerging taxonomy. Young Adult Library Services, 8(2), 34-41. Kehret, P. (2000). Don t tell anyone. London, England: Puffin Books. Korman, G. () Framed. New York, NY: Scholastic. Mead, A. (1995). Junebug. New York, NY: Square Fish. Nilsen, A. P. & Donelson, K. L. (2009). Literature for today s young adults. Boston, MA: Pearson. Paulsen, G. (1987). Hatchet. New York, NY: Simon and Schuster Books for Young Readers. Paulsen, G. (1990). Woodsong. New York, NY: Simon and Schuster Books for Young Readers. Riordan, R. (2011). The son of Neptune. New York, NY: Hyperion Books. Stevenson, R.L. Retold by Coleman, W. (2007). Treasure Island. North Mankato, MN: Stone Arch Books.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 13 Appendix A Booktalk Podcast Transcripts Booktalk Podcast 1 Transcript Hello Capps Middle School, and welcome to another Book Talk Podcast. Listen to what some of your fellow students had to say about some great books to read in the library. Hatchet by Gary Paulsen Hatchet is about a boy who is going to Canada to see his dad because his parents got divorced. On the plane, the pilot has a heart attack and dies, so Brian has to land the plane. But, he ends up crashing it. He s then in the wilderness, and he has to learn how to survive in the wild. To find out how, you have to read the book Hatchet by Gary Paulsen. Junebug by Alice Mead Reid McClain Junior Junebug has a big dream that keeps him going. Junebug dreams that someday he, and his younger sister and mother, will move from the awful housing project where drugs, gangs, and guns are part of everyday life. Junebug s tenth birthday is coming up, and he knows that the gangs and drug dealers will be after them. But, Junebug has a big birthday plan to keep his hope alive. He s going to launch his collection of glass bottles filled with notes, and his dreams and wishes. Maybe some way, somehow, Junebug s big dream will come true. Junebug by Alice Mead. The Son of Neptune by Rick Riordan In The Son of Neptune, Percy is running from Gorgon and the Medusa Sisters. He runs into a goddess, and carries her to Camp Jupiter. Then a god comes, and gives Percy s friend a task to do. He must free death while an army of cyclops and ogres come after him. To find out what happens, you have to read The Son of Neptune by Rick Riordan.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 14 Appendix A, cont. Visit the library to check out these, and hundreds of other great books that the library has available for you. And, be sure to tune in next time to the Book Talk Podcast. Booktalk Podcast 2 Transcript Hello Capps Middle School, and welcome to another Book Talk Podcast. Listen to what some of your fellow students had to say about some great books to read in the library. Don t Tell Anyone by Peg Kehret. In the book Don t Tell Anyone, a girl finds some cats living in a field and decides to take care of them. She finds out that the land will soon be under construction for a development project, and she rushes to try and save the cats before it s too late. Will she succeed? To find out, read Don t Tell Anyone by Peg Kehret. Framed by Gordon Korman. Griffin Bing is accused of stealing a valuable Super Bowl ring, but he is innocent. The problem is, all of the evidence points to him. Griffin s friends try to help him, but the more they do, the more trouble they get into. To find out if Griffin can prove he is being framed, read Framed by Gordon Korman. Visit the library to check-out these, and hundreds of other great books that the library has available for you. And, be sure to tune in next time to the Book Talk Podcast. Booktalk Podcast 3 Transcript Hello Capps Middle School, and welcome to another Book Talk Podcast. Listen to what some of your fellow students had to say about some great books to read in the library. Treasure Island (Graphic Novel) Adapted by Wim Coleman. Jim Hawkins had no idea what he was getting into when the pirate Billy Bones showed up at his stepmother s inn. When Billy dies suddenly, Jim unlocks his old sea chest filled with money, a journal, and a treasure map. Jim then sets sail on a dangerous voyage to locate the rest of the loot on a faraway island.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 15 Appendix A, cont. But, he soon discovers that he is not alone. To find out what happens, read the graphic novel Treasure Island, adapted by Wim Coleman. Woodsong by Gary Paulsen. Woodsong is about a man who trains his sled dogs to run in a race across Alaska. In this vivid and exciting book, you will learn what the racers experienced in all of their heart-warming and bone-chilling moments. This is a book that everyone will enjoy. Check out Woodsong by Gary Paulsen. Visit the library to check-out these, and hundreds of other great books that the library has available for you; and, be sure to tune in next time to the Book Talk Podcast.
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 16 1. Are you male or female? Appendix B Student Survey Located at: http://www.surveymonkey.com/s/crzpg3r Male Female 2. Did you listen to any of the Booktalk Podcasts? Yes No 3. Did you enjoy the Book Talk Podcasts? Yes No I did not listen to the Book Talk Podcasts. 4. Do you remember the names of any of the books that were mentioned on the Book Talk Podcasts? If so, list the names of the titles that you remember. Yes No If you answered "yes," which titles do you remember? 5. Did any of the books that were mentioned in the Book Talk Podcasts sound appealing to you? If so, which ones? Yes No If you answered "yes," which books sounded appealing to you?
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 17 Appendix B, cont. 6. Did you visit the library to check-out or reserve any of the books that you heard about on the Booktalk Podcasts? If so, which book(s) did you check-out or reserve? Yes No If you answered "yes," which books did you check-out or reserve? 7. Approximately how often do you read books that are not part of class assignments? Approximately how often do you read books that are not part of class assignments? Everyday Once a week Once every two weeks Once a month Less than once a month I never read books that are not assigned in class. 8. What are your favorite types of books to read? Check all that apply. What are your favorite types of books to read? Check all that apply. Action and Adventure Comedy Fantasy Graphic Novels Non-Fiction Romance Other (please specify) 9. Who helps you to decide on a good book to read? Check all that apply. Who helps you to decide on a good book to read? Check all that apply. Parents Teachers Librarian The Internet Friends or Other Students I choose by myself. Other (please specify)
EFFECTS OF PEER BOOKTALKING ON EIGHTH GRADE STUDENTS 18 10. Are you more likely to read a book if your friend(s) have read it? Yes No