Tag: fiction

#boybooks -Why Jack Heath Belongs in Every Boys’ School Library

If you’re looking for books that speak directly to boys—stories packed with action, danger, and emotional grit—Jack Heath is an author who delivers every time. Based in Canberra, Heath has become a standout voice in Australian young adult fiction, known for his fast-paced narratives and male protagonists who face extreme challenges and somehow manage to survive. His books aren’t just entertaining—they’re powerful tools for building resilience, especially in young readers who need to see that courage isn’t about being fearless, but about pushing through fear.

One of Heath’s most popular texts in my school library is the Minutes of Danger series. Each book features ten short stories, each unfolding in real time over ten minutes. Titles like 300 Minutes of Danger, 400 Minutes of Danger, and 500 Minutes of Danger are perfect for reluctant readers, offering bite-sized thrillers that are impossible to put down. The protagonists are often boys who are caught in life-or-death situations. They must rely on quick thinking, bravery, and resourcefulness. These stories are not only gripping but also subtly teach problem-solving and emotional regulation under pressure.

The Liars series takes a different angle, blending tech intrigue with moral complexity. It follows Jarli, a teenage inventor whose lie-detecting app turns him into a target. Across titles like The Truth App, No Survivors, and Armageddon, Jarli navigates a world where truth is dangerous and trust is hard-earned. These books explore ethical dilemmas, the consequences of innovation, and the importance of standing up for what’s right, even when it’s risky. Jarli’s journey is one of growth, resilience, and learning to think critically in a world full of deception.

Then there’s the Money series, featuring Ashley Arthur is based around a teen thief with a conscience. In Money Run and Hit List, Ashley pulls off high-stakes heists while wrestling with questions of morality and loyalty. These books are like Ocean’s Eleven for young readers, combining adrenaline-fueled action with deeper themes about risk, justice, and the blurry line between right and wrong. Ashley’s cleverness and internal compass make him a compelling role model for boys who are learning to navigate complex social dynamics.

“Thrills, Truth, and Tough Choices”

Jack Heath’s literary universe doesn’t stop at young adult fiction—it boldly steps into adult territory with the Timothy Blake series, beginning with Hangman. This marks Heath’s foray into darker, more psychologically complex storytelling, offering older teen readers a bridge into adult fiction. I have recently acquired the series for my school library because these books are perfect for boys who’ve grown up devouring his YA thrillers as they provide a natural progression into more mature narratives. With a protagonist who’s part genius, part monster, and whose moral compass is as twisted as the crimes he solves, the series channels unmistakable Thomas Harris’ Hannibal Lecter vibes, intelligent, disturbing, and impossible to look away from.

For boys’ schools and educators curating their library collections, authors like Jack Heath are essential. His stories don’t just entertain. They shape character. They help boys confront fear, wrestle with ethical decisions, and develop emotional resilience. In a world that often asks boys to be tough without teaching them how to be strong, Heath’s books offer a roadmap. They help boys grow, not just as readers, but as young men learning to navigate complexity, responsibility, and identity.

Jack Heath’s stories are more than just thrill rides. They offer boys a mirror and a map, reflecting their struggles and showing them paths through adversity. His characters don’t have superpowers, but they do have grit, intelligence, and heart. For educators and parents looking to foster resilience in boys, Heath’s books are a goldmine. They prove that strength isn’t just physical, it’s emotional, ethical, and deeply human.

Book Review – The Hallmarked Man.

Robert Galbraith’s The Hallmarked Man is a riveting addition to the Cormoran Strike series, delivering a classic whodunnit with a modern edge. Published two years after the last book in the series, avid readers (aka me) were very excited about the release. The Running Grave (Book 7) was easily the best book I read in 2023, so I was very, very excited about this new title which was released today around the world. I excitedly opened up my Kindle edition at 12.01AM and picked up my hardcopy version at 10.15am. The eBook/Kindle version may be portable, but the hardcopy will always win with me!

The story opens with a gruesome discovery—a mutilated corpse whose identity has been deliberately obscured. Strike and Robin Ellacott are tasked with unraveling not just who the victim is, but why someone went to such lengths to erase him. The mystery is layered and atmospheric, steeped in London’s underbelly and the world of antique silver, with plenty of red herrings and unexpected turns.

I found the references in the novel to the Freemasons interesting, and the novel did often allude to the role Freemasons have in public office may be compromised by their own allegiances. This theme of secret societies is rather popular and does seem to appear in several crime and thriller fiction across a range of authors.

As the investigation deepens, Strike finds himself under media scrutiny, with past indiscretions resurfacing and threatening to derail both the case and his reputation. This subplot adds tension and continuity for longtime readers, tying in threads from earlier books and forcing Strike to confront uncomfortable truths.

The novel also tugs at the heartstrings, especially when Strike reflects on the death of his beloved uncle Ted—a man he calls a “proper man”—whose quiet strength and moral compass shaped Strike’s own. In a surprising emotional turn, Strike rekindles a relationship with his estranged father, Jonny Rokeby, adding layers of vulnerability and reconciliation to the narrative.

Ellacot, meanwhile, is navigating her own emotional minefield. Her feelings for Ryan Murphy—a charismatic, Paul Newman lookalike—are complicated by her loyalty to Strike and the unresolved tension between them. She’s also forced to confront the eternal juggle between motherhood and career, a theme that’s handled with nuance and realism, reflecting the pressures many women face in balancing ambition with personal life.

The novel is rich with minor plot twists that add texture without overwhelming the central mystery. Each twist feels earned, contributing to a narrative that’s both intellectually satisfying and emotionally resonant. Galbraith doesn’t shy away from darker realities either—human trafficking of young women is woven into the case, serving as a sobering reminder that this global crisis remains urgent and unresolved.

Galbraith’s prose is sharp, the pacing tight, and the resolution deeply rewarding. The Hallmarked Man is a triumph—gritty, elegant, and impossible to put down.

Book Review – The Vanishing Bride

Bella Ellis’s The Vanished Bride (2019) is more than a historical mystery—it’s a poignant reflection on the constraints and quiet rebellions of women in Victorian England. Set in 1845, the novel imagines the Brontë sisters—Charlotte, Emily, and Anne—as amateur detectives, drawn into the case of a young bride who disappears under violent and mysterious circumstances. While the plot is rich with gothic suspense and clever twists, its emotional core lies in the exploration of female suffering, silencing, and survival.

This book was an unexpected surprise. I have always been a fan of Austen adaptations, but I had never really looked for other works. Then I saw this book. Just sitting on a shelf in Chermside Library…. What drew me in, pulled my eye onto a shelf filled with books, was the cover and the beguiling title – who vanished?

The vanished bride herself becomes a symbol of the countless women whose voices were erased by marriage, patriarchy, and social expectation. Her disappearance from a blood-soaked room is not just a mystery to be solved—it’s a metaphor for how women were often consumed by the institutions meant to protect them. The Brontë sisters, still unpublished and largely dismissed by society, are portrayed as fiercely intelligent and empathetic women who refuse to accept the limitations imposed on them. Their determination to uncover the truth is an act of resistance, a refusal to be passive observers in a world that demands their silence.

Ellis’s depiction of the sisters is deeply respectful of their historical reality. Each woman brings her own perspective shaped by hardship: Charlotte’s yearning for recognition, Emily’s wild defiance of convention, and Anne’s quiet moral clarity. Their investigation is not just about solving a crime—it’s about asserting their right to think, to question, and to act. In doing so, they challenge the rigid gender roles of their time, offering a glimpse into the emotional and intellectual lives of women who were often denied both agency and autonomy.

What makes The Vanished Bride especially compelling is its ability to weave these themes into a gripping narrative without ever feeling didactic. The gothic setting, the eerie clues, and the complex characters all serve to highlight the emotional toll of being a woman in a world that sees you as property, decoration, or burden. Through the Brontës’ eyes, Ellis invites readers to consider not just the mystery of a missing bride, but the deeper mystery of how women endured, resisted, and ultimately reshaped the world around them—often through the power of storytelling itself.

The Whimsical Wonder of Readathons: Reading for Joy, for Fun, for Pleasure!

Normally, my annual fundraiser is Frocktober, where for the month of October, I celebrate the gloriousness of frocks whilst fundraising for the Ovarian Cancer Research Fund. But this year, I’m mixing it up with something equally delightful and just a bit more bookish: a readathon! And not just any readathon—The World’s Coolest Readathon, hosted by the Australian Book Foundation. I saw that another wonderful Teacher Librarian Barbara from Bourke High School had signed up and then I thought… why not do it myself?

And what better way to kick things off than with a mystery? My first book for this readathon is Diabolical Bones by Sue Ellis—a Brontë Girls Mystery, borrowed from the ever-wonderful Brisbane City Council libraries. Gothic Yorkshire, clever heroines, and a touch of the macabre? Yes please.

A readathon, I’ve decided, is the perfect sequel to Book Month—like the epilogue where the characters (aka readers) get to celebrate their love of stories with wild abandon. It’s the encore performance, the bonus chapter, the literary afterparty.

Once upon a time, in a land not so far away (okay, it was my bedroom in Brisbane’s Southside), I embarked on a noble quest: the MS Readathon. Armed with a stack of books taller than my bedside lamp and a sponsorship sheet that made me feel like a literary philanthropist, I read my way through mysteries, adventures, and magical lands—all while raising money for a good cause. It was glorious.

Fast forward to today, and I find myself whispering reminders like a mantra: Read for fun. Read for joy. Read for pleasure. Because somewhere between grown-up responsibilities and inbox avalanches, the simple delight of reading can slip through the cracks.

Why Readathons Are Brilliant (and Backed by Science!) 

Readathons aren’t just nostalgic—they’re powerful tools for literacy, wellbeing, and community. Here’s why they’re so magical:

They Spark a Love of Reading: Choosing your own books makes reading feel like breathing—natural and joyful.

“Until I feared I would lose it, I never loved to read. One does not love breathing.”

–Harper Lee, To Kill a Mockingbird

They Boost Brains and Wellbeing: Reading for pleasure improves mental health and cognitive skills.

“Reading gives us someplace to go when we have to stay where we are.”
— Mason Cooley

They Create Lifelong Readers: Even reluctant readers get swept up in the fun.

“A reader lives a thousand lives before he dies. The man who never reads lives only one.”
— George R.R. Martin

They Build Community: Fundraising through reading turns stories into shared kindness.

“No act of kindness, no matter how small, is ever wasted.”
— Aesop

A Readathon Renaissance

Whether you’re a teacher, parent, librarian, or just a book-loving human, readathons offer a delightful way to reconnect with the joy of reading. They’re flexible, inclusive, and can be tailored to any age or interest. Plus, they’re a fabulous excuse to wear pajamas all day and call it “literary immersion.”

So if you, like me, sometimes need a nudge to read for the sheer pleasure of it, consider joining or hosting a readathon. You’ll be part of a movement that’s not just fun—it’s transformative.

And if you’re ready to dive in, check out The World’s Coolest Readathon. It’s got all the charm of the MS Readathon days, with a modern twist and a mission to make reading joyful again.

References

Book Lovers Day – August 9

“A reader lives a thousand lives before he dies. The man who never reads lives only one.” – George R.R. Martin

This weekend we celebrated an unusual day. A truly inclusive day, where anyone and everyone can join in the festivities. This day celebrates the peculiar joy of falling headfirst into a story, where dragons roam, detectives brood, and friendships bloom between pages. Book Lovers Day is a gentle reminder that quality literature doesn’t just entertain the mind, rather it transforms. It tickles the imagination, sharpens the mind, and teaches us to see the world through someone else’s eyes.

“Reading is an exercise in empathy; an exercise in walking in someone else’s shoes for a while.”

Malorie Blackman

Reading fiction is more than a leisure activity as it is a cognitive and emotional exercise that cultivates empathy, enhances wellbeing, and supports lifelong development. Classic novels such as 1984, The Handmaid’s Tale, Rebecca, and The Three Musketeers exemplify how literature invites readers to inhabit diverse perspectives, a process closely linked to the development of Theory of Mind (ToM).

ToM refers to the ability to understand that others have beliefs, desires, and emotions different from one’s own. Research shows a reciprocal relationship between ToM and reading comprehension: engaging with narrative fiction improves our capacity to infer characters’ mental states, which in turn strengthens our understanding of complex texts. This cognitive skill is foundational not only to reading but to social interaction and emotional intelligence.

Moreover, (and this is the part I absolutely love!), reading fiction contributes to stress reduction and emotional regulation. Works like Life of Pi, The Scarlet Pimpernel, Gone with the Wind and Wind in the Willows offer immersive experiences that promote relaxation and introspection. As noted in The Conversation, reading also fosters curiosity—a trait linked to career success and psychological resilience.

In sum, literature nurtures the body, mind, and spirit. On Book Lovers Day, we celebrate fiction not just as art, but as a vital tool for cultivating empathy, enhancing wellbeing, and deepening our understanding of others.

Book Review – Schindler’s Ark by Thomas Keneally

Book of the Day

Schindler’s Ark by Thomas Keneally was a very dry read.  It was drier than the cheapest plonk at the pub during happy hour.  Now before anyone starts collecting rocks to stone me, I would challenge them to read the book too and then comment.  

I am not denying that the material in the book is powerful.  I definitely acknowledge that the book is filled with names, places and intense facts.  But it is not prose. Upon thinking this further, I recollect the subject of the book and wonder if there is a reason for that.  If the author, in this case Thomas Keneally was aiming for an emotive piece, it would be a character lie. By all accounts, Oskar Schindler was a hard drinking and reckless businessman who cheated on his wife with regularity (Hurvitz & Karesh, 2016).  He destroyed his family business, sought to cheat, lie and swindle his way back into a life of comfort. Quite frankly, by all tokens, this man was an immoral and wasteful character. Then Schindler went on to save almost 1300 Jews from the concentration camps during those dark days in Eastern Europe.  This man, who by the standards of his time, and now; unworthy of attention; put his own life at risk to save others. His actions have been immortalised in a book, a major Spielberg movie production and the term Schindlerjuden or Schindler’s Jews, which is still used to refer to the descendents of those that were saved.   

So when you consider all these facts, the dryness of Keneally’s “Schindler’s Ark” makes sense.  It would be a lie if the book was anything other than prosaic. Instead, its matter of fact manner of describing the main character’s traits ensures that the reader does not view him with rose framed lenses.  The reader is made fully aware of Oskar’s failings as a man and a husband. It is in viewing these failings that Schindler’s true heroism is seen. The plain language allows the reader to envision the fear hiding between the stalwart words.  Conversely, the plain language also allows readers with little imagination to read the book without being overwhelmed.  

“Schindler’s Ark” was a very dry read for someone who is a lover of prose.  As an avid reader of fiction, I found this novel to be more informative than anything else.  I also found it heartbreaking, just like the sadness I feel when the happy hour wine is just awful.  But whilst this book was a struggle for me, it would be ideal for reluctant teens who struggle with engaging with fictitious stories.  The language, style and format of the book resemble information books and thus may satisfy their need for ‘facts’.  But whilst the Guardian review suggests this book as appropriate for 8-12 year old children, I would probably restrict it to students over 14-15 years old.  This would then correlate well with the year 10 HASS’s World War 2 and Holocaust unit especially the ACDSEH025 elaboration.  It would also work well in the Biographies and memoirs unit in Year 10 English.  

 REFERENCES:

Alannahbee, (2013). Schindler’s Ark by Thomas Keneally – review. The Guardian. Retrieved 16th March, 2020 from https://www.theguardian.com/childrens-books-site/2013/sep/25/review-schindler-s-ark-by-thomas-keneally

Axelrod, A. (2013). Schindler, Oskar. In Encyclopedia of World War II, vol. 2. New York: Facts On File. Retrieved March 16, 2020, from online.infobase.com/Auth/Index?aid=19165&itemid=WE53&articleId=265017.

Hurvitz, M. M., & Karesh, S. E. (2016). Schindler, Oskar. In Encyclopedia of Judaism, Second Edition. New York: Facts On File. Retrieved March 16, 2020, from online.infobase.com/Auth/Index?aid=19165&itemid=WE53&articleId=263928.

The good, the bad and the ugly of Roald Dahl

Authors are magicians. 

pendleburyannette / Pixabay  – Magician or Author

 

They capture your imagination with words and imagery. 

Similar to a siren singing her tune, an author draws the reader in with stories of heroes, villains, mysteries and magic.  There are several writers that come to mind when one thinks about  perspicacity at understanding a developing mind. Enid Blyton comes to my thoughts immediately, as it was her books of Faraway trees, Wishing Chairs, Mallory Towers and the adventurous children that beguiled and transformed me into a certifiable bookworm.  Other authors with these same mystical powers include Emily Rodda, A A Milne, Dr Seuss, C. S Lewis, Beatrix Potter, E.B White, Lewis Carrol, Eric Carle, Rick Riordan, J K Rowling and of course, Roald Dahl.

Dahl’s popularity has enthralled generations of children with his fantastical tales.  Even 30 years after the publication of perspicacious Matilda, the lure is still strong according to Kelly (2019) who recently published an article in the Sunday Times just short of the author’s birthdate.  Dahl’s books have inspired generations of children to read.  His stories of redemption and resilience appeal to both children and adults.  I found it particularly interesting that the books often seem to be narrated by the child protagonist.  By doing so, Dahl places the reader in the central position and thus immediately engages their interest.  The books often place the child in the role of an underdog and their eventual vanquishment of the bigger and older (usually an adult) enemy gives great satisfaction.  Darby (2016) believes that this narrative style is appealing to children as it makes them feel like “someone is in their court”.  

Studiolarsen / Pixabay – Victory at last

 

Some people assert that Dahl’s books are macabre and filled with violence, racial slurs, misogyny and vindictive behaviour.  Anderson (2016) argues that the books caused great disturbance among adult readers when they first started being published in the late 60’s. Stories where witches turn children into mice, people are fed worms and or eaten by giants, and let us not forget principals that swing cute girls by their hair like a discus and push children into nail studded cupboards.  

In fact, “James and the Giant Peach has been lambasted for its racism, profanity and sexual innuendo” Anderson (2016) states.  

punch_ra / Pixabay – Just Peachy

 

It appears Dahl was provoking everyone, as he offended numerous demographics in equal measure.  But I am starting to believe that the provocation is what lured children to read and re-read his books.  It was just that little bit naughty and disgusting. Just enough to make children feel superior and more wise than the character, but not too much as to disengage the reader.  Arguably this is probably what explains Dahl’s longevity as an author. Nice clean stories such as Wilder’s Little House series has its staunch clientele but it does lacks the Dahl’s drawcard in that the majority of children do not identify with these characters.  Kole (2018) suggests that it is when the reader can draw upon their own experience with the subject matter that engagement with the text occurs. This could be contended similar for L M Montgomery’s Anne or White’s Charlotte’s Web. All extremely well written and received books, but not as far reaching as Dahl.  Whilst their stories do have points of personal travail, they simply are not dark enough.  

KELLEPICS / Pixabay – Looking for the Bogeyman

 

This need for darkness is important for children’s literature

as Anderson (2016) and Kole (2018) further elucidate.  One can only think of the popularity of the Grimm fairy tales, Rowling’s Harry Potter, Collins ’Hunger Games and Meyer’s Twilight to realise that the desire for grim has not changed in centuries. The adage about literature reflecting life is the underlying support for this need for fear and fright in children’s books.  Stories of children overcoming great difficulty has the ability to build great resilience and empathy in the reader.  

johnhain / Pixabay – Empathy on your mind?

 

We are all aware of how reading builds empathy.  Readers identify with the characters in the story and thus the feelings from one are juxtaposition-ed on the other .  But reading fictitious stories of giants, witches and wizards, whilst unrealistic, also gives children an important cathartic release according to Bettelheim (2010).  Rochelle (1977) whilst dated, firmly believes that adults and children both require fantastical literature to interweave the complex strains of good and evil in humanity.  Fantastical tales give children innate strength to overcome hurdles life throws at them, no matter how bizarre it is (Kole, 2018).  Children are aware that these stories are unreal in the fantastical sense but the situation that the characters are facing are very real indeed (Rochelle, 1977). Wakefield (2014) agrees and points out that fairy tales are there to protect rather than terrify, as the protagonist is forced to seek inner strength to overcome the villain.  The stories illustrate that these situations can be overcome, and in that, give hope and possibly a way out. 

Fantastical tales are more than just entertainment.  In their own way, they give children (and adults) the ability to fight demons in both the real world and in their dreams. After all, the lives of children are not always filled with rainbows and unicorns.  Many children live in shadows. Reading stories such as Dahl’s encourage children (and adults) to go past their grim quagmire and find their inner strength.  

So this Roald Dahl day on September 13, read a fantastical story… and at the same time, gain some humanity.

References.

Anderson, H. (2016) The dark side of Roald Dahl. BBC Culture. Retrieved from http://www.bbc.com/culture/story/20160912-the-dark-side-of-roald-dahl

Bettelheim, B (2010) The uses of enchantment; the meaning and importance of fairy tales. New York: Vintage Books. Vintage Edition. 

Darby, S. (2016). 15 Must read children’s authors. BNKIDS blog. [blog]. Retrieved from  barnesandnoble.com/blog/kids/15-must-read-childrens-authors/

Kelly, L. (2019). Roald Dahl clan to share £6m dividend from licensing rights. Sunday Times. Retrived from https://www.thetimes.co.uk/article/roald-dahl-clan-to-share-6m-dividend-from-licensing-rights-bdtdt6qfd

Grinstead, R. (2016) Happy Roald Dahl day. Medium.com [blog]. Retrieved from https://medium.com/@rhysgrinstead/its-roald-dahl-day-here-s-how-he-influenced-me-844a4e75bc19

Kole, K. (2018). The role of fairy tales in affective learning: Enhancing adult literacy and learning in FE and community settings. Australian Journal of Adult Learning, 58(3), 365-389. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2250950746?accountid=10344

Rochelle, L. (1977). The search for meaning through fantasy. The English Journal.  Vol. 66, No. 7, pp 54-55.  Retrieved from https://www.jstor.org/stable/814365

Wakefield, M. (2014). Why scary fairy stories are the best. The Spectator.  

Reluctant Readers – Would facts be better than fiction?

Reluctant readers.  I didnt even realise this was a phrase.  As an avid reader myself, and from a family of bibliophiles, the concept of people who choose not to read was astounding.  Teaching and the education profession is my second career.  I spent many years as a practicing scientist and reading both professionally and for recreation was common.  We had many water cooler conversations about recent academic publications along with Oprah’s uncanny knack of turning an average book into a best seller.  So my foray into the world of reluctant readers has been recent and startling.

 

Reluctant readers as people that “may struggle with reading, not show any interest in reading or simply refuse to read independently” (learningpotential.gov.au). These students in a classroom tasked with silent reading either pretend to read to avoid censure, get easily distracted or flat out refuse to read citing boredom, disinterest or illiteracy (www.k12reader.com).  Some children and young teens chose negative behaviour even if it leads to disciplinary actions just to avoid reading a book.  Such machinations are just a student’s way to avoid doing something they don’t like. When questioned, most of these readers describe reading as a chore and that there is nothing that interests them.    

My school has just implemented a silent reading program for the year 7 and 8 students to improve literacy levels and promote reading for recreational purposes.  The program is still in its infancy and we have noticed that out of the 470 students within these two year levels the majority of the students are complying. We do however, have about 50 students who have on multiple occasions been noted for failing to bring a book to class as well as others being identified as ‘fake reading’.  Fake reading, as I have casually defined it, is pretending to read to avoid censure by having a book in front of them but not actually looking at it. Stereotypically, a vast majority of our reluctant readers are boy as many of them are disinterested in books as they view them as ‘unrealistic’ and ‘unnecessary’ as well as ‘unconnected’ to the real world (www.k12reader.com).  

To combat this trend of disinterest, my fellow TLs and I have been searching our collection for various resources to help them find that connection to a book.  The strategies we have implemented to combat the various hurdles are the following:

Short attention span: these kids are not likely to wish to read big compendiums so we have sourced shorter books that are usually completed in 10-15minutes.  This means that students are more likely to read another book as they feel they have accomplished something in a short amount of time. The Libraries of Doom series have been excellent for this.

Low literacy: our school is an inclusive school and we have a wide range of literacy levels.  Many of our reluctant readers have low literacy and are unable to read the plethora of young adult fiction we have.  But they are also loathe to read the simpler books as they feel they are ‘not cool’ enough and self esteem is important during those teenage years.  Hi-lo books have been useful in this setting.  These books purchased jointly with our Inclusive education team have helped with implementation of our reading program.  Hi-Lo books are intriguing to the students because their topics resonate with our students but the language used is at an appropriate level.  They have been particularly popular with our male cohort of reluctant readers. We also have subscribed to Wheelers elibrary for those that have vision disabilities.  These students can elect books with larger print and or use the audiobook function to participate with the reading program.  In most circumstances we can also provide the print copy to help them follow the words.

Disinterested readers:  these are are most challenging students.  They usually rank highly on their literacy results for NAPLAN but show complete disinterest in reading recreationally as they do not find a purpose for it. Fiction books just hold no interest to them. Harper (2016) very truthfully points out “that fiction isn’t for everyone. Some readers just don’t connect with made up characters and imagined scenarios”.  It was surprising though the unwillingness of the English department to support the reading of non fiction texts in the silent reading program. Granted that non fiction is not literature and will not placate the soul, but non fiction texts do lead to life long passions and career choices (National library of NZ 2014).

The addition of non fiction texts and audiobooks have assisted with most of our disinterested reluctant readers.  Whilst their enthusiasm to read is still low, they are slowly coming around to the idea. The recent purchases of print texts on Formula 1 racing and sporting biographies have helped engage some of them.  Others are still fighting the concept but perseverance from my fellow colleagues is making headway. We discovered with a small cohort of year 8 boys that non fiction was just not ‘cutting it’ and a suggestion from their technology teacher about sourcing dirt bike magazines has been a boon.  These magazines with their glossy pictures and simple language style have had some appeal. Whilst we are unable to currently procure an online subscription to this series, we have a print copy on order. These six young men come to the library each time for silent reading and get a current or back issue and read on the very comfy beanbags in our reading area.  It seems obvious that choice matters for recreational reading.  Its only been a week and there have been hiccups but the future is suddenly full of hope

Sharrock (2009)

References

Australian Government – DET (2018) Reluctant readers, how to help. Learning Potential. Retrieved from https://www.learningpotential.gov.au/reluctant-readers-how-to-help

Harper, H. (2016) Books for reluctant readers. [Blog post] Readings. Retrieved from https://www.readings.com.au/news/books-for-reluctant-readers

K12 reader(2018) Strategies to help engage reluctant readers in reading. Retrieved from https://www.k12reader.com/strategies-to-help-engage-reluctant-readers-in-reading/

National Library of NZ. (2014). Non-fiction. National Library of New Zealand Services to Schools. Retrieved from https://web.archive.org/web/20160729150727/http://schools.natlib.govt.nz/creating-readers/genres-and-read-alouds/non-fiction

Mosle, S. (2012, November 22). What should children read? [Blog post]. Opinionator: The New York Times. Retrieved from https://opinionator.blogs.nytimes.com/2012/11/22/what-should-children-read/?_r=0

Sharrock, J (2009) Interview with Dave Eggers. Mother Jones Magazine. Retrieved from https://www.motherjones.com/media/2009/03/mojo-interview-dave-eggers/