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The Roles of Different Stakeholders in Promoting Reading through the Whole-school Approach

3B Reading to Learn

3.5 Whole-school Strategies for Promoting “Reading to Learn”

3.5.1 The Roles of Different Stakeholders in Promoting Reading through the Whole-school Approach

Reading across the Curriculum enriches students’ reading experiences and stimulate them to make connections between their personal life experiences, prior knowledge and global affairs.

This facilitates their in-depth reflection on the content of reading, establishes links between knowledge to enhance understanding, and fosters critical and creative reading.

The roles and responsibilities of each stakeholder are as follows:

3.5.1.1 School Heads/Deputy Heads

Promote reading as a regular concern of the school and allocate manpower and resources to sustain the effort in promoting reading;

Clarify the role and duties of each KLA/subject in promoting “Learning to Read” and

“Reading to Learn”;

Bring together the consensus among different KLAs/subjects and set the expected learning outcomes for students’ reading development;

Keep abreast of the latest trends in reading including e-books and be familiar with the latest development in technology and its application in the school;

Deploy the Teacher-librarian to take up professional duties and strengthen his/her capacity to co-operate with curriculum leaders in organising and coordinating the promotion of reading;

Adopt the latest concepts in enhancing the effectiveness of library services;

Take pleasure in reading and be a good role model for both teachers and students; and Cultivate a reading culture among teachers.

3.5.1.2 Primary School Curriculum Leaders

Review the school-based curriculum of each subject and assist in planning the initiatives to promote “Reading to Learn” through a whole-school approach based on the strengths of the school;

Be familiar with the latest trends in reading and facilitate teacher professional development;

Encourage collaboration among teachers in guiding students to take part in related reading schemes;

Monitor the quality of reading resources;

Promote the use of effective reading strategies and activities; and Cultivate a reading culture among teachers.

3.5.1.3 Teacher-librarians

Play an active role in communicating with and co-ordinating different subject departments, take up the responsibility of co-ordinating and managing learning resources, strengthen the coherence between curricular and extra-curricular reading and design a diversified range of reading activities;

Help students use the library in ways that are conducive to learning to learn, for example:

providing easy access to information in different ways using related technologies;

developing a variety of resource-based learning programmes to enhance the independent learning skills of students; and

devising effective strategies to nurture an interest in reading and to cultivate a habit of regular reading among students;

Understand students’ reading interests and experience and make purchases of quality print and non-print books such as e-books;

Work collaboratively with subject teachers in curriculum planning, and teaching, and promoting the use of information from various sources to facilitate learning and teaching. (For details, please refer to the exemplar in Chapter VII on "Collaborative Reading Lesson".)

Ensure the availability and accessibility of quality resources, for example, enriching library resources in response to the needs from the latest curriculum development in Key Learning Areas and school-based curriculum emphasis;

Improve the library service in the school to facilitate the implementation of reading and related learning activities by, for example, adjusting the opening hours; and

Facilitate the development of information literacy within the school and keep abreast of the latest developments in curriculum and technology.

3.5.1.4 Teachers

For Reflection and Action

Apart from Chinese and English teachers, how can teachers of other subjects further promote “Reading to Learn”?

What is your role in promoting reading among students?

All teachers should regard promoting “Reading to Learn” as one of their responsibilities and help students learn better through:

Being a role-model of reading widely and effectively with reflections;

Encouraging students to read a wide range of Chinese and foreign reading materials and providing them with quality reading materials that are relevant and interesting to them;

and

Providing timely feedback and encouragement based on students’ reading performance.

Language teachers should understand students’ use of reading strategies and create, through communication and co-ordination with other subject teachers, contexts for students to apply the reading strategies they have learnt. Content subject teachers should promote reading in their subject, for example, by encouraging students to read more non-fiction texts, newspapers, magazines and pamphlets.

Teachers of various subjects should collaborate to integrate the extensive use of information from multiple sources into their planning and lessons.

Teachers should organise a diversified range of reading activities, e.g. book clubs, display of recommended books and reading cafés, for students to share their reading experiences and good practices regularly.

3.5.1.5 Parents

Parents can build up a good reading environment at home to help their children cultivate a good reading habit in early childhood. Many studies2 show that there is positive impact on children’s future development of reading skills if parents regularly engage children in family reading activities such as reading books, storytelling and singing. To this end, parents need to:

serve as role models for their children by reading regularly at home;

set aside regular reading time, e.g. half an hour every day to read together with their children;

ensure a quiet and comfortable reading environment, e.g. by turning off the TV and providing sufficient space and lighting;

reward their children with praise, recognise their reading performance, encourage them to read and share their reading experiences;

furnish their home with a good quantity and variety of reading materials, e.g. magazines, newspapers, story books, reference tools and e-books, which are chosen either by themselves or together with their children;

recognise reading, including reading e-books, as a form of home assignment;

participate in reading activities organised by the school or the public in order to acquire the skills and strategies necessary for helping their children read better;

arrange a variety of family reading activities, e.g. library visits to borrow books, bookshop visits, attending talks on reading or culture, storytelling and reading e-books;

co-operate with the school in motivating and guiding their children to read in order to enrich their knowledge and imagination, and improve their language proficiency; and

make use of authentic contexts in daily life to help their children read, e.g. reading signs in parks, rules in public areas, product descriptions and MTR route maps.

EDB Resources for Parents

Pamphlet on “Parent-child Reading is Fun - for Parents of Children Aged 0-9”

http://www.edb.gov.hk/attachment/en/curriculum-development/major-level-of-edu/primary/materi als/parent-child-reading/PC_Reading_Leaflet(E).pdf

Booklet for Parents of Children Aged 0-3

http://www.edb.gov.hk/attachment/en/curriculum-development/major-level-of-edu/primary/materi als/parent-child-reading/PC_Reading_0-3(E).pdf

Booklet for Parents of Children Aged 3-6

http://www.edb.gov.hk/attachment/en/curriculum-development/major-level-of-edu/primary/materi als/parent-child-reading/PC_Reading_3-6(E).pdf

Booklet for Parents of Children Aged 6-9

http://www.edb.gov.hk/attachment/en/curriculum-development/major-level-of-edu/primary/materi als/parent-child-reading/PC_Reading_6-9(E).pdf

3.5.1.6 Students

Discover where their reading interests lie and learn to find enjoyment from reading;

Set aside regular reading time to read materials that suit their interest;

Read texts of different content and text types to broaden their reading interests;

Develop a habit of keeping a reading journal to enhance the depth of reading;

Keep abreast of and share with classmates and family members the latest trends in e-reading;

Visit libraries and bookshops after school and actively participate in the school’s reading scheme and library activities; and

Share with others their reading experience and recommend good books.