Parent book clubs

Goering, Patricia

CO

Deuschle, K. (2017). Using parent book clubs to build a school-wide reading community. Knowledge Quest, 46(2), 16-20. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=125991978&site=ehost-live&scope=site

Deuschle describes how she implemented a parent book club to create a community of readers. She gives a detailed, easy-to-replicated, description of how she organized the book club in order to keep it simple for both her and her students’ busy parents. The club’s activities consisted of mostly email-initiated contact with two events per year.

I found this to be an interesting idea, that seems relatively simple to implement, yet has the possibility to make a big difference. The positive effect Deuschel describes also makes sense considering that the biggest indicator of a student being an avid reading is if their parents are readers.

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Inna Levine

Creating our future: Students speak up about their vision for 21st century learning. speak up 2009 national findings: K-12 students & parents. (2010). ().Project Tomorrow. 15707 Rockfield Boulevard Suite 250, Irvine, CA 92618. Retrieved from http://dialog.proquest.com/professional/docview/1238189801?accountid=143640


IL

For the past 7 years, the Speak Up National Research Project has provided the nation with a unique window into classrooms and homes all across America and given us a realistic view on how technology is currently being used (or not) to drive student achievement, teacher effectiveness and overall educational productivity. Most notably, the Speak Up data first documented and continues to reveal each year the increasingly significant digital disconnect between the values and aspirations of the nation’s students about how the use of technology can improve the learning process and student outcomes, and the values and aspirations of their less technology-comfortable teachers and administrators. Students, regardless of community demographics, socio-economic backgrounds, gender and grade, tell year after year that the lack of sophisticated use of emerging technology tools in school is, in fact, holding back their education and in many ways, disengaging them from learning.  The Speak Up 2009 national findings paints a vivid picture of this continuing digital disconnect and also, advances the premise introduced with the data the previous year that by listening to and leveraging the ideas of students we can start to build a new vision for 21st century education that is more reflective of the needs and desires of today’s learners. With the 2009 year’s findings, the researchers give voice to a new genuine “student vision” for learning and in particular, the student’s experience-based blueprint for the role of incorporating emerging technologies in 21st century education, both in and out of the classroom.