Engaging Students with the Joy of Reading
By Marcia Banks
I recently had the pleasure of connecting with Ines Zeiner, School Librarian, who is passionate about promoting a love for books. She shared a few strategies for inspiring students to engage in reading books for pleasure.
Marcia: Why do you believe it is so important for the students to not only read books but to read books for pleasure?
Ines: Reading for pleasure improves skills like comprehension, vocabulary, writing and fosters empathy, compassion, self-understanding and overall well-being.
Marcia: How do school libraries play a role in this process of encouraging students to read for pleasure?
Ines: Libraries prioritize both digital literacy, which provides easy access to facts and research, and book reaading, which enhances comprehension and retention. Reading for pleasure enhances vocabulary and language comprehension while it fosters empathy and understanding because we immerse ourselves in the the stories. Reading for pleasure is more than just a leisure activity; it’s a tool for personal development, intellectual stimulation, and emotional well-being.
What are some activities you use to engage students with books?
Ines: One of my favorite activities is the Book Tasting. A section of the library is transformed into a café ambiance where books are what students “taste”. It is a fun, social activity where students have conversations over books. It is a non-threatening activity, everyone, regardless of their reading ability, can participate.
Book Tasting is a wonderful way to get students engaged in reading and familiarizing them with a wide variety of genres.
Marcia: What are your goals when doing this activity?
Ines: A Book Tasting activity provides an opportunity to showcase the school library’s collection. Using designed “menus,” students jot down impressions of the books they sample. The social aspect promotes discussions about books and themes, creating a collaborative and dynamic learning environment. As students share their thoughts, they naturally make recommendations to their peers and I think students are more likely to read a book recommended by a peer than by an adult.
The ultimate goal of a Book Tasting is for students to leave with at least one title that they are excited to read independently.
The activity also offers techers and librarians insights into students’ reading levels and interests.
Marcia: How does Book Tasting work?
Ines: This takes time to set up, but it is worth it. It may begin with a chat with the classroom teacher ahead of time to discuss the teacher’s goals, students’ reading levels, etc. Books are then selected, tables are decorated / set, and “menus” created. A menu can be a mixture of genres or a menu can have only a certain genre, such as sports or mysteries.
I welcome the students to the café and guide them to their table. The students then sample the books at their table, jot down their thoughts, and discuss their thoughts with their peers. For students with specific needs, like dyslexia, a “Salad Bar” with lighter, more accessible reads is available.
Marcia: What are some other interactive activities you like using?
Ines: Speed Dating with Books is a quick-paced, social activity. Like a real speed-dating event, book dating involves a series of brief conversations (roughly 3 minutes) between two students. In this case, the point is not to find a suitable date but rather to find the perfect match in a book! It’s such a simple activity, and it gets everyone talking about books.
Another favorite is Blind Date with a Book. When you have a number of new books, and before placing them on the shelves, I like to introduce these books in this fun way. The new books are wrapped in paper, like presents. Students open a parcel, their “blind date”. If the students are happy with the book, they may begin reading it and borrow it. If it does not appeal to them, they may open a second parcel or swap with a classmate.
Marcia: How do you help students gain confidence in their reading?
Ines: Reading Ladders, for individuals, encourages students to reflect on their reading habits, and helps identify “just right” books and set personal goals. Questions like, “How does one select a “just right” book?” or “Why might it be good to select a book that is ‘just a bit harder’ to read?” guide students to begin with books that match their current reading level and interests, gradually moving on to more challenging works.
Reading Ladders can also be used as a whole class activity. Students write down the books they are currently reading, and as a class, they rank these books from more difficult to easiest. This helps the teacher visualize the class’ reading levels. Of course, what is difficult for one student might not be for another, so individual perspectives are respected.
Marcia: Why do you think these activities are so effective?
Ines: These activities go beyond skill building. They create a joyful, social atmosphere where students connect over books. When children feel good about their reading experiences, they are more likely to develop the habit of reading for pleasure.
Marcia: Thank you, Ines, for taking the time to share with me some interesting reading activities that are appropriate at many year levels.
