
Another fun one to illustrate! To see a larger version, click here.
The article, written by screenwriter and children's author Don Truckey, touches upon a very much discussed subject these days – the conundrum of boys and reading. According to various statistics, boys just don't read as much as girls. As adults, sadly those statistics are the same. Every year the ratio of girls to boys in university increases in the girls' favour. So what gives?
According to Mr. Truckey, the problem isn't so much the boys, as it is the methods of teaching in our schools. Boys do read. They just read in a different way, and what they read is often quite different from what the girls are reading. Problem is, standard literacy teaching methods in school often don't recognize this fact.
Boys' reading is directed. They need a reason to read. Professors Heather Blair of the University of Alberta and Kathy Sanford, University of Victoria, concluded the same thing in their provocative study of the subject (www.education.ualberta.ca/boysandliteracy/). For two years, they followed groups of boys in grades three to six, snooping with permission in the boys' lockers and backpacks, and examining any and all reading materials they found. It became clear that boys actually read a great deal, and to great effect, but not always in ways valued or even measured in school. The researchers found that boys obtain basic reading skills from a variety of non-academic sources, and then adapt them into their own custom-made, boy-honed literacies. Blair and Sanford call it "morphing" literacy. Boys' reading is often aimed at improving their knowledge or skill in specialized interest areas. It might mean poring over the sports page to relive last night's games. Or studying a videogame instruction manual to learn obscure strategies and tips. It is certainly there in Web surfing and Internet chat rooms, in devouring comic books and analyzing the data and biographical information on sports cards.
To educators, building literacy typically means school texts and high-brow children's library books. That approach works far better for girls than for boys. It's not literacy boys reject, but rather school literacy. Blair and Sanford found that boys want reading that delivers in five areas: personal interest, action, success, fun and purpose. It's almost always about "finding stuff out" and "relating to their friends." If boys don't get this in school, they create a literacy of their own that comes in under the radar of standardized testing, school instruction and rigid teaching curricula. But the researchers pushed their conclusions further. This "morphed" literacy is actually more valuable to boys when they leave school than the conventional reading (novels, poetry, stories) favoured by girls, Blair and Sanford say. "The abilities to navigate the Internet, experiment with alternate [media], and read multiple texts simultaneously are more useful workplace skills than is the ability to analyse a work of fiction or write a narrative account," they concluded.
Interesting ideas. From a completely unscientific and personal perspective, I will agree that as kids, most boys I come across are much more interested in computers and computer games, and the girls are drawn to fiction. Case in point: not too long ago I had some of my family over for a visit. My two nephews hi-tailed it to the computer to play games, and my two nieces cuddled up in my library to explore all my books.