Boys are People Too

1. Boys are People Too Boys and Reading, Truth and Misconceptions Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

2. Research • majority 69% boys/ 80% girls actually enjoy reading to some extent • 43% boys/48% girls read every few days • 41% boys reading is boring /45% nerdy • reading for pleasure drops primary to secondary 45% to 24% • 66% boys & girls would read more if they had time Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

3. Literacy • 34 % of boys, / 26 % girls lack basic literacy skills • easier reading is considered to be, the more enjoyable the reading experience. • 43% of boys do not associate reading for pleasure as being easy • boys who don’t read estimate their reading speed to be slower than that of their peers. Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

4. Family and friends young people who read every day • more likely to have a father who reads at least sometimes, • a mother who reads all the time, • siblings and friends who read. • lots of books to read at home Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

5. Friends and Role Models • the biggest difference between readers and non-readers appears in the proportion who have friends who read • friends are the main source of advice of books to read • most boys don’t see men around them read or value reading Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

6. Literacy Boys Enjoy • boys have a strong interest in electronic and graphic forms of literate practice • boys are willing to ‘do’ literacy in active, public ways (such as debating, drama, public speaking) • boys are eager to engage with ‘real-life’ literacy contexts and ‘real life’ literacy practices. Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

7. Image • -ve identification with reading is associated with +ve identification with perceived masculine activities and qualities • home and school see reading as an interest more appropriate for girls than for boys • fathers often identify themselves as non-readers • boys are more likely to see it as boring and a bit nerdy. Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

8. Interest • boys' imaginations are being captured by sport or computers; but 'real men don't read‘ • reading 30%; tv 38% internet 31% computer games 27% • older boys who had lost interest in reading – do not see it as a bad thing, but was no longer of interest • 65% boys reading is irrelevant Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

9. Do Judge a Book by its Cover • promote male friendly policies and materials but encourage books that expand students’ versions of masculinity • >> quantity & range of recreational reading • select books appeal to students – not books that adults read as youngsters or award winning books • improve locations, age, appearance (covers), display and presentation of books Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

10. Action: Promote Role Models Recognise the critical role of the trusted adult mediator • present male, book-positive role models incl fathers and teachers sharing reading for pleasure • involve parents by compiling a good book list for them to buy from or developing a ‘take-home’ reading program • teachers talk about their process as a reader – eg. how they choose and read books Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

11. Action: Attitude • Allow time for ‘free’ reading • validate personal choice ; allow in reading related activities in the curriculum • reduce the emphasis on the study of texts and extensive written responses and increase time for reading for pleasure and for discussion and ‘booktalk’ • ensure that the roles of print-based texts and electronic materials are regarded as complementary and of equal importance Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

12. Promote Peer Input • organise reading peer groups – so that students can enthuse each other • support fads, popular music, films with books • make reading a social activity Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

13. Action: Literacy • read aloud to students – injecting drama, being a mediator between the book and the students • use electronic media and attractive, accessible Websites to promote reading and involve in book- and reading-related activities. Australian Fiction; Fantasy Reading Online Quest • strike a balance between reading enjoyment and reading skill. An excessive emphasis on the technical may discourage some readers. For some students, a primary concern with grammar and phonics can result in the story being lost • engage in ‘critical literacy’ by challenging limited male stereotypes –showing students that books are not gender neutral – rather, they actively construct gender Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

14. What we do at Trinity • buy books, lots of books of all kinds – fiction collection doubled in last 4 years Books and Authors for Boys • listen to suggestions • run a book club with Mercedes girls and Dymock’s consultant • book reviews by staff members Personal Book Reviews • promote waybra and cbc awards • encourage use of ict and reading Australian Fiction; Fantasy Reading Online Quest Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

15. Further investigations • Boys, Literacy and Reading • Books and Authors for Boys • Literacy Across The Curriculum • Boys Education • Personal Book Reviews (by staff) • Australian Fiction • Fantasy Reading Online Quest Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au