IBSC Special Interest Group

Libraries—Reading Culture

Host School 
Crescent School (Canada)

Abstract
Our group is interested in exploring different ways our schools can motivate boys to embrace a strong reading culture. As schools continue to offer "schools for boys" and support them in their development into young men, inspiring the ideals of modern masculinity, and building an overall sense of wellness, reading culture is one mode that could prove extremely effective in meeting these needs. Research shows that reading helps develop empathy for others, build mental wellness, enhance academic achievement, and create a sense of belonging for those who share interests in book clubs. Some areas of exploration we are considering are the impact of spaces and access to collections, genrifying our collections, using neuropathways to understand the impact of reading, and investing in the effort to raise the value of pleasure reading as a larger priority in our schools. 

Shared Outcome
It is anticipated that members of the special interest group will present our findings in a workshop at the 2024 IBSC Annual Conference. 

Age groups targeted by project: Grades 8-12
Start date of project: May 1, 2023
End date of project: May 1, 2024 

Coordinator of Libraries—Reading Culture Special Interest Group
Trish Cislak
Head of Libraries and Research, IBSC Action Research Team Advisor
[email protected] 
Crescent School (Canada)

September 2024 Update

Since early 2023, the IBSC Special Interest Group (SIG) on Reading Culture has been exploring different ways our schools can motivate boys to embrace a strong reading culture. Our initial call to action garnered more than 50 IBSC colleagues from schools around the globe. From September 2023 to June 2024, 23 colleagues across continents committed to five different research realms: readers' advisory, modes of reading, social aspects of reading, reader identity, and school-wide investment in reading.

High-level takeaways from the last year of our work include:

  • Reader Identity: Boys see reading as an individual activity. One of the obstacles to embracing book clubs is the underdeveloped social-emotional skills our boys possess. This framework for conversation would not only enhance boys discussing/reflecting on books they read but also many other aspects of their day. Some stigma still exists that reading is for girls, so we have an opportunity to break those societal expectations.
  • Modes of Reading: Offering many options for boys fosters differentiated instruction for them. Some boys love print while others prefer digital or audio books. We propose providing as many options as possible to reach the greatest audience and develop a reading culture.
  • The Social Aspect of Reading: From book recommendations to book clubs, contests, social media investment, and attractive spaces, reading can be a social activity. For those boys suffering from the loneliness that abounds in our schools, this offers a wonderful solution.
  • Readers as Leaders: This realm focuses on leaders in the school promoting reading and creating connections through reading. Whether teacher male role models or prefects/sports captains highlight the benefits of reading, many opportunities exist within our schools.
  • School Administration Support: A thoughtful framework of the schedule, offerings, and expectations for our extremely busy boys could support a stronger reading culture. We must make time and space in our days for boys to embrace the benefits of reading. A big deterrent is boys simply don't have time amid their current demands. Moreover, making reading a priority in subject areas beyond English can help build a reading culture.

These five areas have revealed key aspects that contribute to a reading culture and have allowed us to celebrate and share inspiring programs and ideas from our colleague schools. The 2024 IBSC Annual Conference hosted by Harrow School (United Kingdom) provided a powerful forum for the team to share our discoveries and ambitions for the next year. The standing-room-only crowd that packed into our presentation room speaks to the collective interest in this topic for the boys we teach. See the presentation (PDF).

The IBSC Reading Culture in Boys' Schools SIG will continue advocating the importance of a vibrant reading culture in our schools. We have much to celebrate and learn from each other. The next cycle of intentional interactions (collaborative research, global book clubs for boys, etc.) will begin in late October 2024. We will continue to add to our resource list shared at Harrow. Schools interested in receiving updates and ideas can join the mailing list by completing this form. Even if you are already on the list, please resubmit this form so we have a current list. Please contact Trish Cislak at [email protected] with any questions.

Schools participating include:

  • Belmont Hill School (United States)
  • Brisbane Grammar School (Australia)
  • The Browning School (United States)
  • Brunswick School (United States)
  • Crescent School (Canada)
  • King Edward VI School, Stratford-upon-Avon (United Kingdom)
  • The King's School (Australia)
  • Marcellin College (Australia)
  • Melbourne Grammar School (Australia)
  • Memphis University School (United States)
  • St. Alban's College (South Africa)
  • St. Andrew's College (Canada)
  • St. Andrew's College (Grahamstown) (South Africa)
  • St. Augustine's College (NSW) (Australia)
  • St. Christopher's School (United States)
  • St. Peter's College (Australia)
  • Shore School (Australia)
  • The Southport School (Australia)
  • Woodberry Forest School (United States)
  • Xavier College (Australia)