Developing readers’ self-identity

When Bang-Jensen informally interviewed 12 upper-elementary students, she related that the students “had a lot to say about the role their peers play in their own book selection” (2010, p. 172). She cited one fifth-grader, Megan, describing a “chain reaction” of reading. “When kids hear how good these DCFs are, they start reading. And when they start reading and then tell other kids to start reading, it is a chain reaction of reading books” (Bang-Jensen, 2010, p. 169).

Another student indicated “that friends are aware of each other’s specific preferences and personalities; one girl said that she usually got suggestions from friends ‘because they know what interests me’” (Bang-Jensen, 2010, p. 172).

Asked how we can develop readers self-identity through social reading opportunities, in some cases, we won’t have to provide social reading opportunities because, “for many students, talk about books is an embedded aspect of friendship” (Bang-Jensen, 2010, p. 172). But for readers without existing relationships in which they can talk about books, I appreciate those structures for social reading that are cited in Bang-Jensen’s article: book clubs and literature circles.

“Common reads,” such as those undertaken by a book club or literature circle, “can be used to foster students’ exploration of values and ethics, increase awareness of cultural diversity, deepen feelings of being part of a community, and integrate social and academic campus experiences” (Nadelson, S.G., & Nadelson, L.S., 2012).

I appreciate Bang-Jensen’s warning against students being defined by their reading proficiency. One student, Merry, was “worried that others would make assumptions about her because of the reading level (based on the school’s assessment) to which she was assigned in class reading” (Bang-Jensen, 2010, p. 173).

“Merry’s comments reveal that she is an engaged and self-aware reader, but nevertheless worried that the ‘levels’ define her and that she is misunderstood as a reader” (Bang-Jensen, 2010, p. 173).

References: Bang-Jensen, V. (2010). A children’s choice program: Insights into book selection, social relationships, and reader identity. Language Arts, 87(30) 169-179. http://edml177.pbworks.com/f/Book+choice+&+Identity.pdf

Nadelson, S.G., & Nadelson, L.S. (2012). In search of the right book: Considerations in common read book selection. Journal of College Reading and Learning, 43(1), 60-66. https://files.eric.ed.gov/fulltext/EJ1001042.pdf