Boys and Reading, Truth and Misconceptions Boys are People Too Boys and Reading, Truth and Misconceptions August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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. August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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. August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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. August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

Rosemary Horton Trinity College 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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au

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 August 7, 2018 Rosemary Horton Trinity College horton.rosemary@trinity.wa.edu.au