Jacquis in As You Like It

1. Jacquis in As You Like It And then the whining schoolboy with his satchel and shiny morning face creeping like a snail unwillingly to school. (Shakespeare, 1599) Brozo2014

2. Reynaldo, a ninth-grader I have no idea how my parents or someone else could get me to read, because I don’t like reading. No one ever read to me before I fell asleep. No one ever bought me a book or some reading material they knew I might be into. And no one ever said, “You can do it, man,” or something like that. (Washington, DC, 2010) Brozo2014

3. What Are Your Opinions About Boys and Reading Directions: For each statement, decide whether you Agree or Disagree. Then, be prepared to explain the reasons for your opinions. Discuss your responses with a colleague. Brozo2014

4. Boys read less well than girls because media and pop culture tell boys reading is not cool._________ • Reason: • Even if many boys are poor readers, males in our society are privileged and do not need special attention.________ • Reason: • There isn’t much that I can do in my role in school or outside of school to improve boys’ reading achievement._________ • Reason: • Boys are genetically and cognitively capable of the same high level of reading achievement as girls._________ • Reason: • Reading is not as important for boys today, since they can find jobs in service or technology fields that do not require high levels of traditional print literacy.________ • Reason: Brozo2014

5. Our feminized school environment has contributed to boys’ lack • of interest and achievement in reading._______ • Reason: • The books and other reading material boys are asked to read in school contribute to their lack of interest in reading.________ • Reason: • The surest way to get boys to read is to give them text related to what they like to do outside of school.________ • Reason: • Electronic media are keeping boys from reading.________ • Reason: • Boys should be encouraged to read whatever they like, even if it isn’t • quality literature.________ • Reason: Brozo2014

6. Facts about Boys’ Reading 1. Boys score significantly lower than girls on most measures of verbal ability 2. Boys around the world (PISA/PIRLS) score significantly less well than girls in reading and have lower motivation to read than their female counterparts 3. Far more boys from the same socio-economic group as girls score below Level 2 on PISA reading literacy 4. By 4th grade the average boy is one-two years behind the average girl in reading 5. Boys read less quantity and less for enjoyment than girls Brozo2014

7. Facts about Boys’ Reading in Finland • The achievement gap in favor of girls on PISA reading literacy is one of the highest of all participating countries • Of the total number of students regarded as weak readers (below Level 2 on PISA reading literacy scale), over 80% are boys • Far more boys report that they do not read for enjoyment than do girls • Swedish boys in Finland have lower scores than Finnish boys, scoring well below the PISA average of 500 • 10. Boys prefer and demonstrate higher achievement with non-continuous text and digital reading Brozo2014

8. The “Big” Issues Academic Achievement • Boys underperform relative to girls on most measures of verbal ability • Boys comprise much greater percentage of weak readers on PISA (Program for International Student Assessment) as compared with girls • For Finland, the achievement gap in favor of girls on PISA reading literacy is one of the highest of all participating countries • Swedish boys in Finland have lower scores than Finnish boys, scoring well below the PISA average of 500 Brozo2014

9. Point Difference in favor of Girls on PISA 2000 & 2009 for Finland & other Nordic Countries OECD Average = 32 points in 2000; 39 points in 2009 *Finland on PISA 2012 had a 62 point gender gap in favor of girls Brozo2014

10. Gender differences in Finlandfor Finnish and Swedish speaking students The average PISA score for OECD countries is 500. While Finnish boys score over this average , Swedish boys score much below the OECD average. Brozo2014

11. Percentage of Boys and Girls Who Responded “I do not read for enjoyment” in PISA 2000 and PISA 2009 for Nordic Countries Brozo2014

12. Percentage Distribution of Weak Readers (Below Level 2 on PISA Reading Proficiency Scale) by Gender on PISA 2000 and 2009 for Nordic Countries From: Northern Lights on PISA 2009 – focus on reading Brozo2014

13. Gender differences in overall print reading on PISA 2000 & 2009 for selected countries & OECD average Brozo2014

14. Index of Reading for Enjoyment Mean Scores and on Average for five selected countries & OECD average (2009) Brozo2014

15. The “Big” Issues New Literacies • Definitions of literacy are expanding to include digital literacies, youth media, and virtually any act of meaning making as “reading.” • Evidence can be found for male youth participating actively in the “mediasphere” • Boys’ expertise with digital and media literacy may not be privileged and/or valued in most academic contexts Brozo2014

16. The “Big” Issues Social & Economic Justice • Immigrant boys have the lowest levels of reading achievement • Boys from low-income households have very low reading achievement Brozo2014

17. The “Big” Issues Sociopathy • Males commit most suicides • Males perpetrate most homicides • Males commit most acts of family violence • Males comprise most of the homeless • Males comprise most drug addicts • Males comprise most AIDS carriers *Low levels of literacy are often associated with these syndromes Brozo2014

18. The “Big” Issues Insidious Sexism • Males continue to dominate political, corporate, and institutional life in Europe and elsewhere in the world • As girls make significant strides academically and professionally, advocates of boys’ academic needs ensure male primacy by regularly invoking “crisis” to rally popular support Brozo2014

19. The “Big” Issues Hegemonic Masculinity • “Boy-friendly” curricular schemes do little more than perpetuate gender myths and stereotypes • Binary notions of gender as a basis for literacy curricular decisions exclude all the different ways of “being male” or “being female” Brozo2014

20. Debbie Zambo & Bill Brozo, International Reading Association, 2009 Brozo2014

21. From Bright Beginnings for Boys “Failing to meet the literacy needs of all young boys isn’t so much a crisis as it is an imperative educational challenge. Furthermore, concerns about boys’ reading attitudes and achievement should be framed around more responsive literacy instruction and interactions for all children. Boys need to be engaged and capable readers not solely to be as good as or better than girls, but to increase their educational, occupational, and civic opportunities and, above all, to become thoughtful and resourceful men.” Brozo2014

22. 2nd Edition of To be a Boy, To be a Reader: Engaging Teen and Preteen Boys in Active Literacy To Be a Boy, To Be a Reader Brozo2014

23. “A Boy’s Love of Reading Doesn’t Begin with Scholarship… It Begins with Discovery” Brozo2014

24. Four Important Guidelines • for Supporting Boys • on Their Literate Journeys 1. Match Reading Material to Boys’ Interests • Bridge Competencies with Familiar Texts to Academic Literacy 3. Form Cross-Age Tutoring Partnerships and Use Community Mentors as Reading Buddies • Expose Boys to Texts with Positive Male Values • and Archetypes Brozo2014

25. 1. Match Reading Material to Boys’ Interests “My Bag”; Book Talks; Boys Book Clubs Brozo2014

26. DISCOVERING BOYS’ OUTSIDE OF SCHOOL INTERESTS WITH THE “MY BAG”STRATEGY The Goal of the “My Bag” Strategy is to Tie Reading and Learning Experiences to Students’ Interests Boys Should be Shown That They Can Read About What They Like to Do Brozo2014

27. “My Bag” * A Strategy That Allows Teachers and Librarians to Get to Know Students in an Interesting and Fun Way * Students Gather Emblems, Symbols, and Other Items That Represent Who They Are; Their Interests, Hobbies, Loves, Relationships, etc. * Emblems Often Include Photographs, Memorabilia, Souvenirs, Toys, etc. * Items Are Placed in a Bag or Backpack and Shared With Classmates in Small Groups and the Teacher * Students May Also Create a digital My Bag * Students Should Provide a Written List of Items and a Brief Statement About Each Item’s Significance Brozo2014

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29. My Bag can Help in Finding Entry Points to Active Literacy for Boys Entry Point Texts: • The Reading Material that First Captures One’s Imagination • The Beginning of a Lifelong Journey Of Reading • All of Us Start Humbly Down the Path of Active Literacy • We Should Not Be Too Judgmental About a Boy’s Initial Reading Choices, Because They May Become His Entry Point to Active Literacy Brozo2014

30. REFLECTION * Think back and try to recall the material that served as your entry point to a lifetime of reading – share with your neighbor Remember, entry points are found at different times and at different places in our lives For some, an entry point was found as a child; for others, it wasn’t until adolescence or even adulthood The key is that an entry point was found * Have you been fortunate enough to help a boy find his entry point? Please describe Brozo2014

31. WHY FINDING ENTRY POINTS TO READING IS SO IMPORTANT TO BOYS • The More Boys Are Engaged in Reading and Learning, the Higher Their Academic Achievement • Engaged Male Readers Can Make Up for Low Family Income and Parental Educational Backgrounds • Motivation for Boys is Inextricably Tied to the Text Topic, the Level of Difficulty of the Text, and the Instructional Practices Used with the Text • Boys Who Are Non-Disruptive But Disengaged Are Often Ignored While They Continue to Lose Skill and Interest in Reading Brozo2014

32. BOOK TALKS *EXPOSING STUDENTS TO NEW BOOKS AND OTHER TEXTS * “SELLING” BOOKS AND TEXTS TO STUDENTS * A SHORT, EXCITING GLIMPSE OF A BOOK * A PERSONAL INTRODUCTION TO A BOOK * INCLUDES: ENTHUSIASTIC DELIVERY, EXPRESSIVE READING OF EXCERPTS, AND CLIFF-HANGING CONCLUSIONS Brozo2014

33. Book Talks with Boys in Mind • Learn about boys’ interests in books and outside of school • Select books for booktalking based on boys’ interests or on what might interest boys • Include excerpts from male’s point of view • Excerpts should be exciting, action-packed, mysterious, gory, funny • Make time and space for books to be read Brozo2014

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35. SETTING UP A BOYS BOOK CLUB • Identify Male Students Who Would Most Benefit • Struggling Readers, Unmotivated Readers • Create a Time and Space for Book Club Activities • In school, within the context of the instructional day • After school, in school and/or public libraries • On weekend, in public libraries • Determine The Right Stuff At The Right Level • Since the goal of the book club is to promote engaged reading, every effort needs to be made to put into boys’ hands reading material they find interesting, and accessible in terms of difficulty Brozo2014

36. BOYS BOOK CLUB • Create Opportunities for Club Members to Choose Texts • Allow Book Club Members Multiple Modes of Expression • Make Having Fun With Books a High Priority • Ensure Adult Men--Preferably Those Who Are Active • Readers--Participate in the Book Club Brozo2014

37. PREFERRED READING MATERIAL • FOR A BOYS BOOK CLUB • SHORT IN LENGTH • ACTION PACKED • MALE PROTAGONIST • HUMOROUS • ARCHETYPAL • INFORMATIONAL Brozo2014

38. Actual Boys Book Clubs • He-Man Book Club – Kalispell, MT • Club BILI – Alexandria, VA • Books and Balls – California • Boys, Books, and Blokes – Australia • Guys Read – Fairbanks, AK Brozo2014

39. My Participation in a Boys Book Club • Book Club Members included Nara, Colin, Ricardo, Jaimi, Michael, Renard, Tony and Esteban • All were male youth of color in a school with an ethnic mix to the overall school population: 46% Hispanic American; 22% African American; 22% Euro American; and 9% Asian American Brozo2014

40. “Renard” Brozo2014

41. “Tony” Brozo2014

42. “Estaban” Brozo2014

43. Context and Method • My participation spanned seven months from October to May • The eight male students along with their teacher read various culturally relevant texts and engaged in culturally informed practices • I was a cyber member of this all-boys book club Brozo2014

44. Examples of Culturally Relevant Texts • Scorpions (Walter Dean Myers) • Trino’s Choice (Diane Gonzalez Bertrand) • The Watson’s Go to Birmingham—1963 (Christopher Paul Curtis) Brozo2014

45. Examples of Culturally Relevant Texts • Member-Centered – Reading material was selected based on boys’ interests and approval --Boys’ helped generate and were given choice of response options to material read Brozo2014

46. Examples of Culturally Informed Practices Sample Activities in Response to Books: • Exploration of violence by gangs and male youth within book club members’ neighborhoods and community • Research on programs for boys and youth in club members’ neighborhoods and community • Celebration of members’ family histories Brozo2014

47. Major Findings • Boys were more engaged in book club than in regular reading class • Boys attitudes toward reading improved • Boys developed healthier understanding of masculinity • Six of the eight boys passed the reading portion of the state test that spring Brozo2014

48. 2. Bridge Competencies with Familiar Texts to Academic Literacy By eliminating barriers between students’ competencies with outside-of-school texts and classroom practices it is possible to increase engagement in learning and expand literacy abilities for striving readers (Sturtevant, Boyd, Brozo, Hinchman, Alvermann, & Moore, 2006). Brozo2014

49. Take advantage of boys’ relative strengths with language and literacy outside of school • playing computer and video games • reading comic books and graphic novels • reading magazines related to their hobbies (skateboarding, collecting, sports) • listening to music and reading and writing song lyrics Brozo2014

50. Bridge Books and Texts • Goal is to motivate reluctant and disinterested boys to read required academic texts • Canonical and required texts, even if “readable,” may turn boys off to reading without prior exposure to bridge texts • Transition boys into challenging academic texts with texts that are engaging and put knowledge bases in place for academic literate tasks Brozo2014