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Connecting Boys
With Books:
What Libraries Can Do
by Michael Sullivan. Chicago: ALA Editions, 2003.
What the critics are saying:
From Booklist
Statistics show that boys do not read as much as girls.
Given the importance of reading in developing vocabulary, self-expression, and
higher-level thinking skills, it is essential to get boys engaged with books. In
this brief, highly readable treatise, author Sullivan outlines both the tenets
of successful programming for boys in the tweens--ages 8 to 12--and methods that
can be used to put theory into practice. Covering genres that appeal to boys,
the power of reading-related games, sports-themed library programming, and a
well-run chess program, this compendium of ideas and recommendations will help
both school and public librarians reach their young male constituents. The
combination of practical programming recommendations and philosophical and
statistical background makes for potent advocacy. RBB
From School Library Journal
This title accomplishes what it sets out to do, with ideas
and perspectives on why boys aren't as involved in reading as girls, and what we
as professionals can do to help change the trend. Sullivan begins by giving
background information, statistics, and external influences that perpetuate the
view that reading is somehow just for girls. He then gives some program ideas,
but more importantly he suggests ways to change librarians' perspective in order
to appeal to boys. The setting is more focused on the public library, but the
ideas are important and useful in any situation. The writing is engaging and
well researched, with footnotes at the end of each chapter. We've all read
articles and studies lamenting the loss of boys in the library, and this book is
a practical look at ways to try and change that.
Saleena L. Davidson, South Brunswick Public Library, Monmouth Junction, NJ
Library Journal
Sullivan, a children's specialist and director of the Weeks Public Library
(Greenland, NH), has written an important book for children's and young adult
librarians to help them reach the often underserved population of boys. His
early chapters outline just how and why the needs of boys are often unrecognized
in public libraries and then go on to demonstrate how library programs and
policies can redress that imbalance. The author draws heavily on his own
successful programs, devoting a chapter each to chess clubs, storytelling
workshops, and book talks. Sullivan refers back to the foundational material in
the earlier chapters when discussing how to make these programs work, thus
providing solid ground for creative librarians to experiment with their own
programming ideas. Some librarians may take issue with many of the sweeping
generalizations Sullivan makes about the differences between boys and girls,
such as "boys read for information; girls read for methods of communication
and cooperation." His recommendations, however, can only strengthen public
library programs and services by helping librarians to draw in kids of both
genders whose interests and temperaments may fall outside a library's usual
scope of service.-Rachel Quenk, Thomas Memorial Lib., Cape Elizabeth, ME
KLIATT - Paula Rohrlick
Sullivan, a public library director in New Hampshire, addresses the special
needs of boys and outlines how libraries can best serve them. Boys read less
than girls, as every librarian knows, and most children's librarians are female.
Library programming therefore tends to be directed at girls, as Sullivan points
out. His suggestions for reaching boys include making a special effort to
welcome them by programming for boys as well; promoting male readers as role
models; storytelling; booktalking with appropriate titles (fantasy, nonfiction,
and humor are especially appealing to boys); using genres such as sports to
develop displays and programs and promote reading; offering chess, games, and
other challenges to engage boys; and encouraging physical responses to books.
There are some excellent examples of programs, booktalks, sample stories to
tell, and lists of recommended reading (unfortunately, age levels are not
indicated). Sullivan makes a good case for the different reading preferences of
boys; as he puts it, "Boys prefer the external struggle and the heroic
quest." Recreational reading that they truly enjoy (gross can be good!) is
one key to promoting a lifelong interest in books, while the need for structure,
Sullivan notes, is a hallmark of boys' learning style. The focus here is mainly
on elementary and middle school-age boys, and while the emphasis is more on
public libraries, school libraries aren't slighted. Indeed, cooperation between
the two is encouraged. As a librarian at an all-boys school, I read this with
great interest. Sullivan has thought long and hard about how libraries can reach
boys, and his ideas are well worth listening to and implementing.