Interesting blog post:

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“As we gear up for a new season and change of pace in the library, it’s time to take a close look at our Summer Reading Club statistics. Another great year of passion and energy in support of kids’ reading and learning – the impact is significant, and we in BC have lots to celebrate with our 25 years of Summer Reading Club success! ”
FYI – http://jacquelinevandyk.ca/summertime-and-the-readin-is-easy/

 


Webcast recording sponsored by the Irving K. Barber Learning Centre. In celebration of Freedom to Read Week, the BCLA/CLA student chapters and the ALA student chapter at UBC’s School of Library, Archival and Information Studies hosted a panel discussion on Intellectual Freedom. This discussion is not just the speakers’ personal experiences with banned or challenged books, but also their thoughts on how the concept of intellectual freedom informs and is informed by their work and choices as librarians, authors, publishers, and teachers. The panel will be primarily discussion-driven.

Christopher Kevlahan, Branch Head, Joe Fortes – Vancouver Public Library;
Miriam Moses, Acquisitions Manager, Burnaby Public Library;
Greg Mackie, Assistant Professor, UBC Deptartment of English;
Tara Robertson, Accessibility Librarian, CAPER-BC at Langara College.
The moderator is Ingrid Parent, UBC University Librarian.


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Vivian Howard

Webcast sponsored by the Irving K. Barber Learning Centre and hosted by the iSchool at UBC.

One Book, One Community (OBOC) programs represent an intersection of traditional forms of reading and reading practices with communication technologies of the twenty-first century. OBOCs aim to create community through book-related interactions. In particular, digital technologies can be used to unite geographically disparate people in ephemeral communities – i.e., people who are not necessarily local to one another – through the practice of shared reading. Begun in 2012, One Book Nova Scotia (1BNS) is organized by Libraries Nova Scotia, and is described on the program’s website as “a province-wide community reading event for adults” (1BNS.ca). The 1BNS website states that the program has four goals: 1) to encourage reading and contribute to the development of a reading culture in Nova Scotia; 2) to create opportunities for social interaction and community development; 3) to support life-long learning; 4) to allow those in the literary community to work together and develop stronger relationships. Formally programmed events have included the book announcement and launch, a series of author readings, and book discussions. Participants in 2013 were also encouraged to utilize Twitter as a mechanism for discussion and information hub for the program.

This case study analyses the success of the One Book Nova Scotia program in achieving its goals of developing a reading culture and community in the province of Nova Scotia based on the findings of a participant survey and an analysis of the Twitter discussion. The paper concludes with some recommendations to improve the effectiveness of future programs.

The second case study focuses on reading apps for preschool children. As a new technology, interactive multimedia reading apps for young children have not been the focus of much previous research and our understanding of their use is limited. The objective of this recent research project is to gauge parents’ and caregivers’ perceptions of reading apps for preschool children. This research project investigates the extent to which parents/caregivers are choosing reading apps for their children, what factors they take into consideration when choosing reading apps, and what they consider to be the benefits and drawbacks of this technology in encouraging their children to enjoy reading for pleasure.

BIO
Vivian Howard is associate professor in the School of Information Management and Associate Dean Academic of the Faculty of Management at Dalhousie University.  Her research interests include barriers and motivators for pleasure reading, particularly for young readers; social reading initiatives; and Atlantic Canadian literature for children and teens.  She is the editor of the YA Hotline newsletter and is the principal investigator of a research team developing the Sea Stacks website (http://seastacks.ca).


Tuesday, November 4, 2014 5:00-6.00PM at the Dodson Room (Rm 302), Irving K. Barber Learning Centre.


globe in sand box

Photo by Robert Kandel.

International bestselling author and social activist Ms. Naomi Klein will be speaking at the Chan Centre for the Performing Arts on Sunday, October 26 at 7 p.m.image of author

The lecture, part of the Irving K. Barber Learning Centre Lecture series, highlights Klein’s latest book, This Changes Everything: Capitalism vs. The Climate, which challenges assumptions about global warming, climate change and capitalism. 

Klein is the author of the critically acclaimed international bestsellers, The Shock Doctrine: The Rise of Disaster Capitalism and No Logo: Taking Aim at the Brand Bullies which have each been translated into more than 30 languages. She is also a board member of 350.org, a global grassroots movement to solve the climate crisis.

Tickets can be purchased in-person at the Chan Centre beginning October 21.

 

 

 

 

readingAn article from the Daily Mail this week highlights a new study from the Max Planck Child Study Centre at Manchester University. The study found reading a picture book with one or two words per page to be just as beneficial for a pre-school child as reading one with long sentences.

From the article: “The key to success is as much talking about what happens in the book as reading the text. Simple text tends to stimulate complex discussions between adult and child, whereas complicated sentences reduce the need for dialogue, the study concluded.”

British Columbia’s fourth-grade students rank among the world’s top readers at their grade level and had the highest average score in Canada, according to a new international report.

Click here for the full article in the Vancouver Sun by Christopher Reynolds

Enjoy your holiday break with some material from UBC Library.

What better to get you in the mood for reading than a few reviews from UBC Library! Follow our Facebook page for 12 days of reviews – everything from book reviews to digital collections and more. 

We will post one new review every day, beginning Monday, December 3, and continuing to Tuesday, December 18. Featuring reviews from UBC Library staff, alumni and fans, this list will be sure to inspire you to start your holidays with some good reading.



Webcast sponsored by the Irving K. Barber Learning Centre and hosted by the School of Library, Archival, and Information Studies (SLAIS). Men and women 150 years ago grappled with information overload by making scrapbooks-the ancestors of Google and blogging. From Abraham Lincoln to Susan B. Anthony, African American janitors to farmwomen, abolitionists to Confederates, people cut out and pasted down their reading. Writing with Scissors opens a new window into the feelings and thoughts of ordinary and extraordinary Americans. Like us, nineteenth-century readers spoke back to the media, and treasured what mattered to them. Ellen Gruber Garvey reveals a previously unexplored layer of American popular culture, where the proliferating cheap press touched the lives of activists and mourning parents, and all who yearned for a place in history. Scrapbook makers documented their feelings about momentous public events such as living through the Civil War, mediated through the newspapers. African Americans and women’s rights activists collected, concentrated, and critiqued accounts from a press that they did not control to create “unwritten histories” in books they wrote with scissors. Whether scrapbook makers pasted their clippings into blank books, sermon collections, or the pre-gummed scrapbook that Mark Twain invented, they claimed ownership of their reading. They created their own democratic archives.

Biography

Ellen Gruber Garvey, is Professor in the English Department of New Jersey City University, where she also teaches Women’s and Gender Studies. Her teaching interests include 19th century American literature, print culture, popular literature, lesbian and gay literature, and children’s literature.


Select Articles Available at UBC

Ellis, Jacqueline; Garvey, Ellen Gruber. (2012). Teaching Under Attack [Special Issue]. Transformations: The Journal of Inclusive Scholarship and Pedagogy. 23(1). pp. 11- 14. [Link]

Garvey, Ellen Gruber. (2010). Nineteenth-Century Abolitionists and the Databases They Created. Legacy. 27(2). pp. 357-366. [Link]

Garvey, Ellen Gruber. (2009). Less Work for “Mother”: Rural Readers, Farm Papers, and the Makeover of “The Revolt of ‘Mother’”. Legacy. 26(1). pp. 119-135. [Link]


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Library, Archival, and Information Science

Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature
Let’s face it: in this age of exploding literacies, all teachers of literature should be teachers of reading. Reading is interpreting; interpreting is reading, which is why it’s more crucial than ever to ensure that our students are able to make meaning as they read. But do we know how to integrate best practices in reading instruction into our classrooms?

In “Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature”, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms. As part of NCTE’s Principles in Practice imprint, the book draws on research-based understandings emerging from Adolescent Literacy: An NCTE Policy Research Brief, woven together with practical lessons that will enrich the reading experiences of all students. Using real-world examples from diverse secondary classrooms, Appleman helps literature teachers find answers to the questions they have about teaching reading: How can I help students negotiate the complex texts that they will encounter both in and out of the classroom? What are the best ways to engage whole classes in a variety of texts, both literary and nonliterary? What does it mean to be a struggling reader and how can I support these students? How can I inspire and motivate the male readers in my classes? (via Amazon.com)

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