Boys, books, blokes and bytes.
The 2006 Boys, books, blokes and bytes pilot program sought to establish whether direct intervention based on a principle of engagement, action and relevance could improve or change attitudes to reading for adolescent boys in the middle years of schooling. It was developed in response to Australian research over the last decade indicating that the literacy standards of boys are on average lower than that of girls on local and international literacy assessments. In 2006 the State Library of Victoria's Centre for Youth Literature and the Victorian Department of Education and Training delivered a program addressing this identified need to improve boys' literacy skills and maximise student outcomes as a key priority, aligned with the Blueprint for government schools reform agenda.
The project focused on the recommendations outlined in a variety of reports including
* the Department of Education, Science and Technology (DEST) Boys, literacy and schooling report (1) 2002
* the Centre for Youth Literature Young Australians reading report (2) 2001
* the Children's and young people's reading habits and preferences report (3) 2005
* the Parliamentary Standing Committee on Education and Training Boys: getting it right report (4) 2002
* the DEST Teaching reading report (5) 2005.
These reports identify the ways boys learn best as well as suggesting a number of strategies to promote reading for pleasure. Incorporating these ideas in the development and delivery of the program has meant a focus on graphic and electronic forms of literature, active and dramatic literacy engagement activities, and real life literacy contexts. The strategies implemented aimed to actively create a culture in which the boys were encouraged to be enthusiastic readers by
* engaging them with reading through the inclusion of personal interests
* involving other males--teachers, community members, fathers
* facilitating the support of parents in encouraging reading in the home.
The project was developed and delivered by the State Library of Victoria's Centre for Youth Literature (CYL) team, in support of the 2006 Victorian national literacy and numeracy week program. Its primary aim was to implement strategies to improve positive behaviours and attitudes to reading for adolescent boys. The pilot Boys, books, blokes and bytes project was delivered from July--December in two cluster areas, one in regional Victoria and one in outer metropolitan Melbourne. It was designed to encourage adolescent boys to read more books and to read more widely, delivering a program and materials that
* reflected boys' interests and ways of learning
* involved male role models from the family, local and wider community
* was built on home/school/community partnerships to support a reading culture for boys.
The project targeted adolescent boys in the middle years of schooling years 5-9. Two cluster groups, comprising one secondary school and several primary schools, were identified for participation through DE&T regional officers. The pilot clusters nominated focused on schools in the Melton and Drouin areas as well as some initial work investigated with schools in the Sunshine and Altona Meadows areas of the western metropolitan region. Overall 10 schools and 120 boys were involved within the western metropolitan and Gippsland regions.
In the two cluster areas of Melton and Drouin teachers identified boys not exhibiting strong reading skills and/or engagement to participate in the project, as well as boys who could act as peer models for those in the former group. A further school in the western metropolitan region, Seabrook Primary, was initially included in the project along with Altona Meadows Public Library. However the children were identified from years 3 and 4, which was lower than the project targeted range. Some positive outcomes were identified through limited involvement with this group, however, and this is outlined elsewhere in the paper. Staff from the public libraries in Drouin (West Gippsland Library Corporation) and Melton (Melton Libraries) were actively in involved with the project.
Roles and responsibilities
Cluster coordinators from the western metropolitan and Gippsland regions assisted the CYL team in identifying the schools to be involved in the pilot. After initial investigations into schools in the western metropolitan area, Melton and Drouin were chosen as the school cluster areas where the pilot would be delivered based on match to target participants in the middle years of school. Seabrook Primary had willing and able teachers, but the focus of the content of the program was at a higher level than the grade 3/4s identified as potential participants in the program. The Altona Meadows public library staff participated keenly in the professional learning sessions, and have continued to develop a partnership with Seabrook Primary School and a highly successful boys books club at the public library. This occurred as a direct result of the professional learning sessions and launch/workshop program involving these two organisations.
* liaised with clusters and schools to identify teachers and students to be involved
* developed and delivered the professional learning sessions to the cluster area schools
* coordinated and supported the tour program and school/community/home based readers
* conducted the Bookgig delivered on 28-29 November, a State Library of Victoria tour and booktalk program for all participants
* attempted to monitor participation in the online forums through CYL's youth literature website http://insideadog.com.au
* implemented the surveys, evaluation and produced the final report.
* supported the Centre for Youth Literature in liaison with the schools
* implemented the evaluation surveys
* promoted participation in the professional learning sessions
* promoted participation in the launch evening with boys and home based readers
* assisted in coordinating the visit to the State Library and attendance at the Bookgig
* assisted in gaining local media to showcase the project.
* identified the teachers and students to be involved
* participated in the after school professional learning session for teachers and the evening sessions with boys and their male mentor home based readers
* obtained written consent from parents/caregivers for participation in the project
* obtained parent/caregiver nomination of male home based reader and support for participation in the public library book group evenings
* supported the incursion activity by allocating suitable classroom space during school time negotiated with the Centre for Youth Literature
* disseminated take home information about the bookgroup evening sessions
* provided access for the boys to use the online youth literature forum through insideadog.com.au
* scheduled a minimum of two hours per week of class time during the three month pilot for students to read and biog.
* worked in collaboration with CYL staff to conduct the teacher/librarian professional learning sessions
* actively participated in the planning and delivery of the evening launch sessions with boys and home based readers
* conducted three bookgroup sessions for boys and male home based readers over the three month pilot period
* prepared reminder notices for the bookgroup sessions for school for dissemination.
Project implementation and evaluation
There are four elements of the program. Each has been evaluated for quantitative and qualitative data and outcomes.
Qualitative data from the postprogram surveys and interviews with teachers and librarians follows, informing recommendations for future programming as indicated.
1 Preprogram survey
Baseline data of boys reading behaviours, attitudes and reading selections were collected prior to the implementation of intervention strategies. The following tables and graphs track responses to reading prior to the implementation of the pilot project.
Overall, boys demonstrated an even spread of responses in regard to attitudes to reading on a continuum, from boring to fun (graph 1--attitudes to reading aggregated). Two thirds of the boys were indifferent, or worse, bored by the idea of reading. The boys indicated attitudes to reading that rated either boring or fun (17%) at the commencement of the pilot program (see table 1 reading is...).
[GRAPHIC 1 OMITTED]
Some 62% of the boys indicated that they were either indifferent or bored by reading, indicating a lack of engagement. The drop off in engagement increases with age as identified in graph 2--attitudes to reading by year level, where year 9 students were less likely to find reading fun. This is further illustrated in graph 3 which clearly illustrates that less than 10% of year 9s have a positive attitude to reading.
[GRAPHICS 2-3 OMITTED]
Novels, magazines and comics were all relatively evenly spread in terms of preferred reading materials. Relative interest in magazines peaked as the boys were older and a corresponding decrease in interest in reading novels for pleasure was evident, which supports the findings of a variety of research in this area.
Most boys indicated they read at home because they want to. Those that said they read at home because they had to, mainly consider reading 'boring' (63%). Only one respondent who read at home 'because they wanted to' also indicated it was boring.
Forty five per cent of boys who visited both the public and school libraries found reading fun. Out of those boys who did not visit the library at all 73% indicated that reading was boring, whereas only 21% of the boys who visited both libraries indicated a lack of engagement. This indicates a strong correlation between support and engagement with libraries and books in the community and school reflecting reading attitudes. Both public and school library usage dropped off with age and lack of engagement (reading--boring) correlates highly with those boys who never visited the library.
2 Touring program
Professional learning for teachers and librarians (after school sessions)
Three professional learning sessions were delivered. Clusters invited all teachers to attend after school professional learning sessions with librarians at the community library, led by Paula Kelly and Mike Shuttleworth, Centre for Youth Literature. The sessions provided
* an outline of the purpose of the program
* introduction to the research underpinning the project design and development
* a forum for discussion about engaging boys in reading in real life practice and contexts the types of literature that appeal to boys (including graphic and electronic forms)
* an explanation about how to facilitate school based reading and online activities
* an outline of how the local public library will facilitate the bookgroup for boys and their male home based reader.
Boys, books, blokes and bytes launch (evening session)
Following the school professional learning sessions, the Centre for Youth Literature invited the participating boys and their male home reader to attend an interactive evening sessions with program authors/actors, participating teachers and librarians. At Melton Library a celebrity Australian Rules footballer and motivational speaker, Glenn Manton, presented about the significance of reading. The evening sessions were designed to launch the program and engage interest from the participants. The first three of the six free books that formed part of the program offer were chosen by the boys at these launch events. Seabrook students were treated to a motivational session with two players from the Western Bulldogs AFL football team. Drouin cluster participants were entertained by animated and inspirational stories from author Archie Fusillo and sports journalist Paul Daffey, with a range of engaging activities presented by actor Ix Adams.
* Authors and actors chosen specifically for the program--Archie Fusillo, Dave Metzenthen, Ix Adams and journalist Paul Daffey--provided brief introductions about the importance of reading and their experience as both readers and writers. They outlined benefits of the program to boys and male home based readers, including an introduction about the author and their work. These were highly motivational sessions and were named as the highlight of the program for many boys and their families.
* Centre for Youth Literature staff introduced and demonstrated the online forum and features of the youth literature website at http://insideadog.com.au
* Public library staff provided an introduction to the public library and offered membership. School library staff, in the case of the Drouin cluster primary school children, provided this introduction as part of a transition exercise for those students as it was felt to be of particular benefit to focus the older boys into the public library. There were too many boys and home based readers involved to hold one session only at the public library.
* The boys were provided with an opportunity to choose three out of the six free books as part of the program, with a further three offered as part of a bookpack at the Bookgig later in the program containing a book mark, list of popular books for boys, and a copy of The Age newspaper (see appendix 2 for list of recommended books available for boys to choose from).
This is the best thing that's ever happened to Melton (parent participant)
School incursions (2 hours)
The Centre for Youth Literature coordinated a program of school incursion book talks and workshops for participating students for each school. These were conducted at Melton Primary, Staughton College, Drouin Primary and Drouin Secondary School (cluster primary schools congregated together at central Drouin location). Boys were encouraged to respond to literature through active engagement of ideas for writing, through small group interactions with a young adult author, a 'real life' writer--a sports journalist, and an actor who assisted the boys to bring their stories to life in a range of ways. These sessions were conducted in small group formats with a larger group sharing component. They were highly interactive and active sessions, with boys contributing their own stories for discussion as well as being exposed to modelling for reading, story making and story telling.
3 School/community/home based program (3 months)
Online participation at school
Following the school incursion, students
* chose a range of reading material in class
* used the forum technology http://www. insideadog.com.au/ to interact online with the Centre for Youth Literature resident authors
* made reflections and recommendations on their reading.
A key outcome of the project was that students contributed book titles of their favorite reading material which have been placed on the Centre for Youth Literature website, as recommended popular reading for adolescent boys.
The youth literature website was not proposed to be modified in any way to align with the project. It was used in its current configuration where boys were able to interact with authors blogging online, make and seek recommendations for reading and contribute to the construction of a list of books that boys like to read.
We would like to be able to use the website better and perhaps to integrate activities ('paper and online) so that the boys are directed to what is interesting and engaging. As the term progressed they got a bit bored with the website. (Libby Fowkes Staughton College) The website would have been more useful if you put material up weekly for the boys to look at and respond to. (Melton South Primary School) The website was really good for an introduction to book culture ... it had a spin off into results in reading. (Melton South Primary School)
Public library bookgroups
The Centre for Youth Literature provided support to public community librarians to develop and deliver a program of monthly bookgroup sessions over a three month period. The initial group sessions involved guest authors, Michael Hyde and Dave Metzenthen, along with CYL staff, the boys and their male home based readers to discuss the range of literature read eg magazine, comic, novel, news, instruction manual, and reading experiences encountered. New books were presented by the public library staff and online participation on the youth literature forum was encouraged. Evaluation conducted by the libraries indicated that 90% of the boys rated the sessions between good to excellent. The top three best things about the sessions indicated by the Melton Library participants were free books, free pizza, Glenn Manton. Further positive feedback from one of the Drouin cluster teachers indicates the significant impact of these sessions on the participants.
Comments about the bookgroups
It allowed us to capture an audience we did not have (Michael Scholtes--manager Melton Libraries) All of the boys wanted to come back again next year and do this again (Michael Scholtes --manager Melton Libraries) The concept worked well as did the flexible delivery, but we would like more structure about how to deliver the sessions (in the public libraries) more in advance. (Michael Scholtes--manager Melton Libraries) Parents were not keen on giving time up, they are indifferent about the library and may find it threatening. It interrupts their other lives--there are lots of shift workers and single parent families. (Libby Fowkes Staughton College) Last session was a hit--well done to Mike and Michael Hyde. We had 15 year 9s the following day totally engrossed in Change the Game. Their English teacher came looking for a camera--she couldn't believe it. (Pat Dowty Drouin Secondary College) This is a fantastic program--I wished they had this when I was a kid (male parent) We talk about books now together (male parent) We now visit the library together (male parent) I have enjoyed the book groups and didn't know the library had all of this! (male mentor)
A full day excursion to the State Library of Victoria was arranged for all boys participating in the program from both clusters.
They attended a Bookgig--a performance and presentation with author Richard Tulloch based on his book Awesome stuff They also participated in a library tour highlighting the State Library of Victoria's unique resources available to them, and a booktalk about great books for boys. The students chose the remaining three free books and received bookpacks at this event as part of the wrap up to the project.
Comments about the Bookgig and SLV visit
The free books were great (3 x year 6,7 participants) I enjoyed the State Library visit the most (year 9 participant) It was awesome (2 x year 7,9 participants) 70 out of the 84 respondents (79%) actively enjoyed the Bookgig.
Nineteen boys out of 115 respondents (17%) found reading boring at the outset of the program with 62% indicating a lack of engagement. At the end of the pilot program out of 94 respondents, 3 boys found reading no fun (3%) with 50% indicating and indifferent or negative attitude. More than a quarter of the respondents indicated a very positive attitude to reading, rating it highly as compared to only 17% rating reading as 'fun' at the commencement of the program. 53% of the boys overall showed an active engagement with reading by the end of the program as compared to 38%. The greatest increase in engagement was evident in year 9 boys where an increase of enjoyment in reading of 30% is illustrated in graph 6 attitudes to reading--year 9 respondents.
[GRAPHIC 6 OMITTED]
High engagement with magazines, books and comics, with more respondents choosing more than one response, indicated increased engagement with a variety of materials.
15 out of 89 (17%) responses indicate reading activity more than one hour per day compared to 21 out of 115 (18%) preprogram responses indicating little change to reading habits of engaged readers. The reading times indicated vary only slightly from the preprogram surveys indicated that the program did not increase time spent reading, but did increase enjoyment and attitude to reading.
Workshops, night events at the public libraries, the Bookgig and the free books (other) were the most popular parts of the program, with greater numbers of year 9 students enjoying the workshops most. The primary age participants indicated enjoying the night public library events the most.
Further qualitative evaluation from the teachers and librarians
Comments from librarians
A mid point meeting with the teachers would be helpful to strengthen the relationships (Michael Scholtes--manager Melton Libraries) I look at books differently now--when I buy I ask will this be a book a boy would like? I am looking for the cover, male protagonist, adventure. I am looking at a lot more early nonfiction too -for example trucks and machines (Nella Budicin--children's librarian Melton Libraries)
Comments from teachers
The kids were inspired and involved (Libby Fowkes Staughton College) The kids now look forward to coming into the library and actually read when the are in here! (Sally Tikulin Staughton College teacher librarian) The free books were a big deal! Three quarters of the kids now have six books on their book shelves at home. (Lyndal Green Staughton College) We read aloud to the kids all of the time--more books on cd would have been good for our boys. (Libby Fowkes Staughton College) Comments from the kids have shown us this program has had a positive effect on their reading. (Leigh Francis--principal Melton South Primary School). Free books were a big hit--especially Stormbreaker including the audiobook. We listened to the audio cd, went to see the film and read the book. This drew out responses from the boys comparing the book, the film and the audio. (Melton South Primary School) Reading scores have doubled! Reading attitudes have improved! (Melton South Primary School)
Comments from the boys as participants
Before I did the gig I only read one book per month Year 5 The free books were great (3) Years 6,7 If it is on again I would do it again Year 5 I read a free book and continued the series Year 5 I so enjoyed this experience Year 5 I love reading now because of this program Year 7 It was fun! (5) Years 6,7 Fun as everything! Year 7 Love it! Year 7 It was awesome (2) Years 7,9 I enjoyed it Year 9 Pizza/food good (3) Years 5,9 I read a lot more now Year 6 The books I received were good and very enjoyable Year 7 I look at books a lot different and get something out of them Year 9 It makes you interested in reading Year 9 I enjoyed the State Library visit the most Year 9
Comments from male parents/mentors
This is a fantastic program--I wished they had this when I was a kid We talk about books now together We now visit the library together I have enjoyed the book groups and didn't know the library had all of this
The Centre for Youth Literature approached The Age newspaper and reading material was provided for the student bookpack.
The SLV Media and Communications Department supported the engagement of a variety of media including
* newspaper, radio and other press releases and interview session opportunities (Article in The Age 3 February--My career section profiling Centre for Youth Literature manager, Paula Kelly ... highlights include Boys, books, blokes and bytes program).
* information on the State Library of Victoria website.
* informal promotion with organisations associated with SLV.
Local media--Drouin schools press releases x 2--one reported in paper.
* the premier's literary awards, young adult book prize presentation--mention of the project when premier's reading challenge participants from pilot schools announced short listed books for the prize. The premier mentioned the pilot project being conducted at the schools represented as did the MC and the chair of the State Library of Victoria Library Board, John Cain.
* article in DE&T publication Keeping boys reading
* Centre for Youth Literature newsletter articles, and cover photo with the premier, distributed to schools, public libraries, publishers, and organisations nationally--October and December editions.
* project presentation at the transTasman Auslib Learning futures conference, Adelaide March 2007
* presentation at CYL's Connecting YAs youth and libraries seminar day March 2007.
Overall the pilot project had an impact on increasing the positive engagement of the adolescent boys who participated. This is evidenced by qualitative and quantitative data, as well as changes in attitudes to reading by the boys. The boys who participated had been somewhat removed from the literary landscape. Through geography, economics and lack of literary opportunity through family and educational circumstances they were disadvantaged. In their homes and in the schools, the boys do not have enough access to good quality bookstock on a daily basis. Conversations with the teachers that CYL worked with on this project were unambiguous about this. The impact of the free book component of the project cannot be overvalued. Through this project the CYL has enriched and improved the reading culture to which the boys are exposed.
* the most well rated experiences include the workshop program, the evening bookgroup sessions and the Bookgig followed by the free bookpack component.
* the potential for engagement with the website needs further work. Teachers were keen for a more directed approach to website interaction.
* public librarians were also keen for more structure and support in the development and delivery of the evening bookgroup sessions despite the fact that these were well rated by the boys. This indicates a need for further professional support and learning.
* teachers from both clusters indicated a concern that they are witnessing a drop off in engagement with reading with adolescent girls. Suggestions were made about the consideration of this risk group in rural areas in further program proposals.
* the engagement with male parents and male mentors and home based readers was difficult, particularly in the Melton region where many families are single parent families and there is a lack of male role models prepared to engage in such a program.
Nearly all, 9 out of 10, of the guiding principles identified in the Boys' education lighthouse schools program (stage one 2003) (6) were met throughout the delivery of the program. They include
* collecting evidence and undertake ongoing inquiry on the issue of boys' education, recognising that schools can intervene
* adopting a flexible approach with a person responsible in the school
* being clear about the types of support that boys require
* catering for the different learning styles of boys
* recognising that gender matters and that stereotypes should be challenged
* developing positive relationships and recognising that they are critical to success
* providing opportunities for boys to benefit from positive male role models from within and beyond the school.
* focus on literacy
* using information and communication technologies as communication tools.
Recommended is a continuation of the Boys, books, blokes and bytes project to consolidate into the Melton and Drouin clusters, and expansion into another eight clusters identified by the regional offices as high in need and having the capacity to participate in the interventions proposed.
The consolidation and expansion would include the employment of a part time project officer within the Centre for Youth Literature team who would work with the identified clusters to
* engage with cluster coordinators, point of contact teachers in schools and public library staff
* adapt and tailor professional learning programs to suit needs of teachers and librarians participating in the programs
* develop online learning support content and materials to support engagement with the boys via insideadog.com.au throughout the project.
* coordinate a workshop touring program
* work with the CYL staff to develop and conduct the Bookgig and State Library tour program
* assist in the selection of materials for boys in the program
* develop a comprehensive promotional strategy and marketing campaign highlighting the objectives of national numeracy and literacy week
* develop more structured documentation for support of the community and home based activities, including home based reading, mentors/role models and public library events
* continue to engage the AFL Players Association in developing a partnership to support the inclusion of football players as role models in a statewide or national reading champions campaign.
(1) Boys, literacy and schooling: expanding the repertoires of practice Canberra, Department of Education, Science and Training 2002 http://www.dest.gov.au/NR/rdonlyres/F7CA461 F-7DCD-40F0-AVF6-2AF41E8DFC90/ 1567/ExecsumLiteracy.pdf
(2) Young Australians reading: from keen to reluctant readers Melbourne, Australian Centre for Youth Literature 2001 http://www.slv.vic. gov.au/about/information/publications/policies_ reports/reading.html
(3) Clark, C and Foster, A Children's and young people's reading habits and preferences: the who, what, why, where and when National Literacy Trust UK 2005 http://www.literacy trust.org.uk/Research/readsurvey.html
(4) Boys: getting it right Standing Committee on Education and Training (Parliament of Australia) 2002 http://www.aph.gov.au/house/committee/ edt/eofb/report.htm
(5) Teaching reading--national inquiry into the teaching of literacy Canberra, Department of Education, Science and Training 2005 http://www, de st. gov. au/nitl/documents/report_ recommendations.pdf
(6) Meeting the challenge--guiding principles from the boys' education lighthouse schools program (stage one) Canberra, Department of Education and Training 2003 http://www.dest.gov.au/NR/ rdonlyres/856C589F-F8AD-4481-BADA 9D7B63CB8BEE/2657/meeting_the_challen
Paula Kelly Manager Reader Development and Library Learning State Library of Victoria
Paula Kelly is manager of reader development and library learning--including the Centre for Youth Literature at the State Library of Victoria--which includes supporting the development of readers and those who work with them in an adult, youth and family context as well as the development of library and information literacy skills to support independent learners at the State Library, in public libraries and schools. Email PKelly@slv.vic.gov.au
1 Preprogram survey 2 Touring program --Professional learning for teachers and librarians --Boys, books and blokes launch --School incursion 3 School/community/home based program (3 months) --Blogging online at school --Community library bookgroup 4 Bookgig - performance and author presentation Table 1 Reading is--boring [right arrow] fun (n=115) Year More boring level Boring than fun Indifferent 5/6 10% 12% 26% 7 32% 20% 20% 9 18% 41% 32% All 17% 19% 26% Year More fun level than boring Fun Total 5/6 26% 25% 100% 7 20% 8% 100% 9 5% 5% 100% All 21% 17% 100% Table 2 Where do you read? Year level At home At school Other Total All 97 64 26 187 Combined Only at Only at Home and All three-- results home school school Home/school/ other 46 16 31 17 Table 3 What do you like to read? Year level novels Magazines Comics All 36 32 31 5/6 28 10 24 7 6 12 6 9 2 10 1 Year level Short Newspapers other stories All 7 7 2 5/6 5 -- 7 -- 1 9 2 6 Table 4 If you read at home is it because you ...? Year level Have to Reading boring % All 30 19 63 5/6 17 10 59 Year level Want to Reading boring % All 77 1 1.2 5/6 46 0 0 Table 4 If you read at home is it because you ...? Year level Have to Reading boring % 7 8 6 75 9 5 3 60 Year level Want to Reading boring % 7 15 1 6.7 9 16 0 0 Table 5 How much do you read at home? Year level Less than one One hour per hour per day week All 53 22 Prima 32 8 7 12 4 9 9 10 Year level More than one More than 1 Totals hour per day hour per week All 21 19 115 Prima 15 14 69 7 5 4 25 9 1 1 21 Table 6 Do you go to the library? Year level School Public both All 56 13 31 Prima 40 6 28 7 4 6 2 9 12 1 1 Year level no Reading fun Reading boring All 15 14 11 Prima 6 12 6 7 7 2 5 9 2 -- -- Table 7 If both school and public library used--attitude to reading--boring/ fun Year level both Reading fun % Reading boring % All 31 14 45 6 21 Prima 28 12 43 6 21 7 2 2 100 -- -- 9 1 -- 0 -- -- Table 8 Rate Bookgig--awesome [right arrow] no fun Year level Awesome No fun Totals All 40 30 12 2 84 5/6 24 16 5 1 46 7 14 8 2 24 9 2 6 5 1 14 70 out of the 84 respondents (79%) actively enjoyed the Bookgig. Table 9 Reading is ... More boring Year level Boring than fun Indifferent 5/6 0% 12% 22% 7 5% 18% 45% 9 12% 6% 41% All 13% 12% 31% More fun Year level than boring Fun Total 5/6 20% 46% 100% 7 23% 9% 100% 9 41% 0% 100% All 25% 28% 100% Table 10 What do you like to read? Year Level Books Magazines Comics Newspapers Websites All 39 44 34 11 17 5/6 31 25 21 3 7 7 5 7 10 2 4 9 3 12 3 6 6 Table 11 How much do you read at home? Year level Less than One hour More than More than 1 one hour per week one hour hour per week per day per day All 40 17 15 17 5/6 25 7 8 10 7 9 6 6 3 9 6 4 1 4 Table 12 What did you enjoy the most? Year level Works Website Night Launch hops events All 29 12 29 12 5/6 18 9 21 7 7 5 2 6 2 9 6 1 2 3 Year level Reading Reading Bookgig Other in class at home books All 7 6 26 18 5/6 4 4 15 10 7 2 1 9 6 9 1 1 2 2
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|Publication:||Australasian Public Libraries and Information Services|
|Date:||Jun 1, 2007|
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