READ - TK Park

How Malaysia Reads:
Individual, Home and
School Initiatives
Prof. Dr. Ambigapathy Pandian
Dean
School of Languages, Literacies and Translation
Head
International Literacy Research Unit
Universiti Sains Malaysia
Content
•
•
•
•
•
•
Introduction
Reading in Malaysia
Key Findings
Intervention Strategies
Initiatives
Conclusion
READING
Reading literacy - the ability to understand, use and reflect
on written texts in order to achieve one's goals, to develop
one's knowledge and potential, and to participate effectively
in society.
Definition: PISA [Program for International Student
Assessment]
Reading In Contemporary Times
Reading –
• Unique civilization of human behavior and social phenomena
• Accesss to an important means of knowledge and information
• Continuous progress of human society development
• Nature of reading is constantly changing
Alvin Toffler
Reading- A Snapshot of Main Theories
Cognitivist in orientation as it emphasizes the
Cognitive and experiential processes related meaning-making
Top-Down Approach
( Goodman)
Interactive Approach
(late 70s and 80s):
Rumelhart
( 1977)-
Bottom-up Approach:
Encoding and Decoding
Mechanistic and basic in orientation
Behaviouristic in notion as it valorises automaticisation
Interactive Approach:
Combination of the
top-down and
Bottom –up processes.
Essentially premised on
Schema theory - it is still
cognitive in orientation
From the 1990’s onwards,
new theories that sought
to explain emerged.
Prominent of this was
dual-coding theory (Paivio
& Sadoski, 1991)
Reading in Malaysia
Very diversified –Ethnic, gender, age,
geographical location, SES
Reading in Malaysia
Experiencing dramatic change
Reading in Malaysia
New, complex patterns of reading
Key Findings on Reading
• Ambigapathy – Reading Habits (1997)
• National Library Survey (2005)
• ILRU, USM – Reading Case- Study (2011)
Reading Habits
Ambigapathy (1997)
• Reading ability & reading habits (different
languages)
• Reading Reluctancy: people who can read but
choose not to read.
• Attitudes towards reading
• The family as a socializing agent
• The school as a socializing agent
Explanatory Model of reading habits
B. Home Variables
B1. Variety of reading materials at
home
B2. Amount of reading materials at
home
B3. Home influence
B4. Parent/siblings as reading model
A. Background
Variables
A1. Residential area
A2. Sex
A3. Ethnicity
A4. SES
E. Reading Habit Variables
E1. Variety of reading materials
D. Intervening Variables
E2. Activeness in acquisition of
reading materials
D1. Exposure language
E3. Time spent in reading
D2. Attitudes towards
reading
E4. Readiness to read
D3. Attitudes towards
language
C. School Variables
C1. Variety of reading materials in
school
C2. Amount of reading materials in
school
C3. Availability of reading area
C4. Teacher influence
C5. Peer influence
E5. Value attached to reading
E6. Degree of habitualness in
reading
Reading Habits
Key Findings
• Female students have a positive attitude
towards reading
• Reading models at home help nurture love
towards reading
• Peer influence in the school setting is more
powerful than teacher influence in developing
reading habits
• School contributes to the nurturing of reading
habits
Reading Habits
Key Findings
• Profile of a Habitual Reader in English
- Lives in an urban area rather than a rural area
- Comes from a family with a higher SES
- Comes from a home where there is a greater variety and
amount of materials in English, more home influence and
reading models at home
- Has attended a school with a greater variety and amount
of materials in English with more teachers who encourage
students to read, and more friends who read English
- Has more exposure to English
- Has a more positive attitude towards reading in English
Reading Habits
Key Findings
• Profile of Habitual Reader in Malay
- Lives in a rural area rather than an urban area
- Is a Malay rather than a non- Malay
- Comes from a home with a greater variety and amount of
materials in Malay, more home influence and reading
models at home
- Has attended a school with a greater variety and amount
of materials in Malay, with more teachers who encourage
students to read, and more friends who read Malay
- Has had greater exposure to Malay
- Has more positive attitudes toward reading in Malay
Reading Habits
Key Findings
• Profile of Habitual Reader in Chinese
- Lives in an urban area rather than a rural area
- Comes from a family with a higher SES
- Is a female rather than a male
- Comes from a home with a greater amount of reading
materials in Chinese
- Has attended a school with more positive teacher
influence, a wider variety of materials in Chinese in the
school library, a larger reading area in the library and more
friends who read materials in Chinese (i.e. more likely to
have attended a Chinese vernacular school or a Chinese
independent secondary school
Reading Habits
Key Findings
• Profile of Habitual Reader in Tamil
- Lives in a rural area rather than an urban area
- Comes from a family with a lower SES
- Comes from a home with a wider variety of reading
materials in Tamil
- Has attended a school with a greater amount of
materials in Tamil and greater reading area in the
library.
- Has peers who read materials in Tamil
National Library Survey
2005
• Malaysians read less than
seven pages a day.
• Reading for passing exams.
• The older we get, the less
we read.
• Age 10-24: 55% read books,
• Age 25-56: 39% read books,
• Age > 57 : 6% read books.
• Reading not a favourite
pastime; prefer watching
TV/Internet.
The 4 Motivations for Reading within the Malaysian Context
Reading for Task
Performance
•Job-related
•Studies-related
•Functional
Reading for Knowledge
• History
•Philosophy
•Religion
•Science
Reading for Leisure
•Entertainment
•Arts and culture
•Recreational
Reading for
Empowerment
•Self-improvement
•Decsion-making
•planning
Reading Emphasis in Malaysia
More
Less
Reading for Knowledge
• History
•Philosophy
•Religion
•Science
Reading for Leisure
•Entertainment
•Arts and culture
•Recreational
Reading for Empowerment
•Self-improvement
•Decision-making
•Planning
Reading for Task
Performance
•Job-related
•Studies-related
•Functional
Intervention Strategies
• Government- led
• Private - led
• University- led
• Individual
• Home
• School
Main Government Agencies Involved
•
•
•
•
•
•
Ministry of Education
Ministry of Higher Education
Ministry of Rural Development
Ministry of Human Resources
Ministry of Youth and Sports
Ministry of Entrepreneurship
Malaysian Reading Programme
• The ministry of education has initiated a reading program
called NILAM. For the NILAM program, students need to
complete reading one book a week and give feedback either
in written or sketch form based on students' proficiency and
understanding level.
NILAM (Nadi Ilmu Amalan Membaca – The
Pulse of Knowledge is through Reading)
Malaysian Reading Programme
• The time allocated for reading in each language class per
week is one hour.
• Each language class is taken to the library once a week.
• Students are required to select their own reading material
to facilitate learning in class.
• The school has made it compulsory for each student to
borrow and read at least one book per week.
Implementation of NILAM
The program consists of two phases:
Phase I:
Jauhari
Phase II:
Readers’
Friend
Implementation of NILAM
NILAM (Nadi Ilmu Amalan Membaca – The Pulse
of Knowledge is through Reading)
Phase I: Jauhari
• Build skills and interest in reading so that it becomes a habit
• Students are made compulsory to follow the reading activities in
schools
• Using the available facilities to borrow books through the School
Resource Center and other sources
• Assessment begins from Year 1 through Year 6 (Elementary
School) and Form 1 through Form 5 (Secondary School)
Implementation of NILAM
NILAM (Nadi Ilmu Amalan Membaca – The Pulse
of Knowledge is through Reading)
Phase II (Readers’ Friend)
•
•
•
•
•
Ability to guide students and to attract other fellow friends to read
After reading 100 book titles, students are eligible to enter Phase II
Students are guided in groups by teachers through workshops and
teaching
Books borrowed from the School Resource Centre or from other
sources will be shared with friends, family members, neighbors and
others
Marks will be given based on the frequency of activity participated,
number of books loaned, number of listeners, and readers
Implementation of NILAM
NILAM (Nadi Ilmu Amalan Membaca – The Pulse
of Knowledge is through Reading)
Examples of Readers’ Friend activities:
(a) Story telling
(b) Reading together
(c) Let’s talk about books
(d) Borrowing books
(e) Forums
(f) Book reviews
Implementation of NILAM
NILAM (Nadi Ilmu Amalan Membaca – The Pulse
of Knowledge is through Reading)
Reward and Recognition System
Annual
• Progress Record Books
• Overall Cumulative
Card
After 6 years of
elementary school and 5
years in secondary
school
• School Leaving
Certificate
• School Certificate
Drop Everything and Read (DEAR)
(2008)
UNICEF
• Promote good reading habits among the indigenous
population
• Support from UNICEF and the Malaysian Ministry of
Education
• 30 schools across the states of Sabah and Sarawak
Government- led
• Reading month
• Moving Libraries
• Book fairs
Private - led
F&N Beverages Marketing Sdn Bhd (F&N) which has set
up reading corners or Sudut Iqra F&N
The reading corner is part of the company's corporate
social responsibility to promote a reading culture and
increase English proficency among students in schools
Print Media – & Children Products
Newspaper in education
Reading, story telling and Spelling Competition
International Literacy Research Unit
(ILRU), USM
Reading Research :Case- Study (2011)
School going population
• Individual
• Home
• School
Key Findings
Individual Initiatives
• Students use free time to choose and read a book as a
requirement for the government mandated NILAM program
as well as for leisure.
• Students from the school that was observed were reading
before the assembly as well as during lunch time.
• Students individually do visit the library during lunch break
and after school hours.
• Students were seen to have used their own laptops to
complete reading tasks.
Individual Initiatives
• Apart from reading traditional print, students were also observed
reading online materials and browsing through websites to gain
information in the computer labs and individual laptops.
• Students are aware of the availability of reading material apart from
printed texts and are taking advantage of available technology to
access more reading materials. It appears that these students are
behaving like computer natives.
• A large portion of the students are observed to focus more on
traditional printed texts because of its convenience, however the
new media has made an impact on these students as it is more
attractive, contemporary, swift in providing information and
because of their savyness.
Individual Initiatives
• Students utilise technology in helping to interpret
reading material, for example using online
dictionaries and encyclopaedia software to get better
understanding on texts they encounter.
• The attitude towards reading has moved on from
conforming to the need to read for education to
reading for knowledge, interest and leisure.
• Most of the reading reported by the respondents is
done via traditional methods i.e, popular magazines,
newspapers, story books. However, 26% attest to
reading online.
Key Findings
Home Initiatives
• Based on the findings, parents spend their time after dinner every
weekend facilitating their children in reading.
• There is no specific reading area in the houses but there is a mini
library in the houses of the respondents.
• Children are able to select a book and read it at any time and at any
place in the house.
• Since each house has its own mini library; there is no immediate
necessity for parents to take their children to the public library.
However, occasionally respondents bring their children to local
bookshops to select some new titles.
Home Initiatives
• Other than parents, older siblings assist their younger brothers and
sisters in reading.
• 85% of respondents mentioned that they observed their parents
reading at home, indicating that there is a reading culture in the
household.
• This is supported by the finding that 75% of respondents attest to
having a reading corner at home, showing that printed text like
books and magazines are still the most prevalent type of reading
text though there is a rise in the emergence of new media.
Home Initiatives
• Parents tend to use traditional texts more than online texts because
of its handiness, mobility and convenience (in the bedroom, living
area, kitchen, garden) compared to online texts.
• New form of media do facilitate reading at home to a certain
degree (26%)
• 65% of the respondents read with their family members while the
rest read alone. This illustrates that the students prefer to read in a
social setting with their family members than reading alone which
shows that parents and family members play an important role in
motivating student to read
Key Findings
School Initiatives:
• Novels in curiculum
• Co-curiculum
- Debate, storytelling, public speaking- reading based
activities
School Initiatives:
• From the findings, 90% of the respondents reported that they read
outside school. This indicates that reading is not confined to
academic purposes only.
NILAM (Nadi Ilmu Amalan Membaca – The Pulse
of Knowledge is through Reading)
Reading
Records: Each
student records
books read in a
specific book.
Confirmation of
Reading:
Teachers confirm
records of
pupils’ reading.
Recognition:
Recognition is
given to students
based on the
number of books
read.
Promoting Reading Practices
Individual
• Background variables: sex, ethnicity, SES
• Readiness to read
• Active in acquiring reading materials
• Value attached to reading
• Interest in the act of reading
• Focus and support from home and school
Promoting Reading Practices
Home
• Variety of reading materials at home
• Family promoting the love of reading
• Involvement in literacy events
• Positive role models at home
• Reading in Malay and English
• Access to library, bookshops and other reading
resources and events
• New global setting
: Reading in many languages
: Multi-modal reading
Promoting Reading Practices
School
• Positive school environment
• Facilities, library & reading resources,
classroom organization, instructional
variables
• Teacher-student relationships
• Student peers
University Initiatives
Role of Institutions of Higher learning
The case of USM Book Club
Book Club as a Reading Platform
OUR QUEST
The Reading Association/
University has endeavoured to
locate a suitable and efficacious
model to promote reading and
critical literacy skills amongst its
students.
Opted for the Book Club Model
given its informal and nonstressful orientation which made
reading both a fun and educative
activity.
 Use the Book Club model as a
language and critical literacy
teaching and learning platform
in order to achieve utilitarian
targets.
 With this aim in mind, we set
out to conceptualise the
requisite framework and its
implementation.
 Factors taken into account in
outlining the framework
included:
a. local socio-cultural norms : the
essentially predominant “sit eat – talk” culture that define
the Malaysian socioscape.
Book Club as a Reading Platform
a) The emphasis on tangible
outcomes : reading as with
other intellectual pursuits are
pursued for their measurable
outcomes.
b) Differing proficiency levels:
different
reading
communities are constituted
of members with differing
proficiency levels.
c) Objective –based learning:
local education frameworks
are often defined by set goals
and objectives.
d) Informality and stress free
environment that allows for
the syncretism of intangible
outcomes
IQRA’ literally ‘read’ in Arabic
Why we Adopted the Book Club Model
Features of the Book Club
a. Informal and convivial ambience:
discussing books over tea and scones
gelled with the sit-eat-talk culture.
b. the original Book Club concept
contained a degree of flexibility that
enabled it to be modified to meet local
needs and objectives.
c. the club image was designed to serve
as an attraction to get prospective
participants to join in the reading
activities.
d. the empowering principles
underpinning the Book Club model
facilitated its easy receptivity compared
to other prescriptive and centralised
models.
Theoretical Framework
The implicit theoretical framework
of the Book Club model was one
that is grounded in the sociocultural learning theory as
postulated by Vygotsky (1978), a
learning theory that promoted
community learning which was in
sync with the prevailing trend in EL
teaching and learning within the
wider educational framework in
the Malaysian context
Features of IQRA’s Theoretical Framework
Facilitates • Transactional in nature
Community Common Purpose and
Learning • Shared Interests
Public and
private
space
movement
Man is a
social
animal
• Traverses the public and the
private
• Allows for induction,
postulation, transaction,
mediation. contemplation
and inculcation of
information
• Man interacts with society
and not functions in
isolation
• Social setting especially via
immersion in learning
communities enhances
learning
Advantages of IQRA
 Facilitates interaction, discussion and analysis of issues thus
promoting more insightful and meaningful learning that will
enhance productivity and performance over the long-term.
 IQRA facilitates reader empowerment by devolving
responsibility of text selection and activity framing to the
Reading Activity and Discussion (READ) groups.
 Absence of direct/indirect forms of assessment whether
formative or summative in nature. The only “test”
mechanism involved is programme evaluation that seeks to
analyse the attitudinal and transformational impact of the
programme
Advantages of IQRA
(cont.)
Strengths
IQRA can be tailored to meet specific
needs in order to enhance vocational or
academic or social performance
Egalitarian in scope due to its classless
orientation.
Facilitates the nurturing of critical thought
and analysis via
deconstruction/reconstruction activities
Avoids the indoctrination features of topdown determined reading activities.
IQRA in action
Official Launching of Book Club
Reading Literacy as a ‘happening event’
The IQRA Programme
Implementation framework
READER ADVISORY BOARD
(RAB)
Set objectives and goals
Devise protocols
Provide reading list
Establish evaluation criteria
CONCEPTUALISATION
READING ACTIVITIES &
DISCUSSION group (READ)
EVALUATION
QUALITATIVE
•Reading logs
•Journals
•Diaries
QUANTITATIVE
• Attitudinal tests
on cognitive and
behaviourial changes
Select books for reading sessions
Discussions related to the book
Devise activities/topics related to reading
READING ACTIVATED
ACTIVITIES (REACT)
Interactive Collaborative Exchange (ICE)
Selected Creative Read-related Improvised Tasks
(SCRIpT)
IMPLEMENTATION
THE 4 QUADRANTS OF THE IQRA PROGRAMME
GROUP 1
ADMINISTRATIVE STAFF COHORT
GROUP 2
UNDERGRADUATE STUDENT COHORT
GOAL : IMPROVED WORKPLACE LITERACY &
PRODUCTIVITY
GOAL : IMPROVED PROFICIENCY LEVELS AND
DEVELOPMENT OF CRITICAL LITERACY SKILLS
COMPOSITION OF GROUPS AND OBJECTIVES
GROUP 3 : POST-GRADUATE STUDENT
COHORT
GROUP 4 : ENGLISH PROFICIENCY COURSE
PARTICIPANTS (TO BE INDUCTED FROM JULY
2010 )
GOAL : DEVELOPMENT OF CRITICAL
ACADEMIC READING SKILLS
GOAL : ENHANCEMENT OF PROFICIENCY
LEVELS
IQRA Implementation framework : Details
STEP 1 : READER ADVISORY BOARD (RAB)
 Establishment of a Reader
Advisory Board to set the goals
and objectives of the club.
 RAB
formulates
reading
protocols for the conduct of
Book Club meetings
 RAB develops a non-intrusive
evaluative
framework
to
evaluate IQRA’s impact
IQRA Implementation framework : Details (cont.)
STEP 2 : READING ACTIVITY and DISCUSSION (READ)
Reading Activity and Discussion
(READ) group empowered with
text selection based on the list
of objectives framed by the
RAB.
In addition, the READ is also
empowered in charting the
modalities of the post reading
activities based on textual
knowledge.
IQRA Implementation framework : Details (cont.)
STEP 3: PAR, ICE and SCRIpT
 Protocols outlined by the Reader
Advisory
Board
(RAB)
are
practiced and the activities are
focused on discussing various
aspects of the text.
 Participation in thought provoking
activities such as Post- Reading
Activated
Response
(PAR),
Interactive
Collaborative
Exchange (ICE), and Suggested
Creative Read-related Improvised
Tasks (SCRIpT) designed to elicit
reader responses and gauge inner
understanding of the text as well
as provide a forum to test one’s
postulations within the public and
private spheres as envisaged in
the Vygotskian paradigm (McVee,
2008)
IQRA- Evaluation
Parameters in Initial Evaluation
a. attitudinal – the nature and scope of attitudinal transformations effected
via participation in IQRA, the types of attitudinal changes experienced, did
IQRA facilitate behavioural transformations in terms of perceptions of self,
perceptions of others. Were attitudinal transformations linear or multifarious
in nature.
b. motivational – did the IQRA sessions enhance motivation in general. What
aspects of vocational or academic motivation that were enhanced via IQRA?
Were they integrative or instrumental in orientation?
c. cognitive – the cognitive transformations attained through participation in
IQRA. Has cognitive aspects like critical evaluation of texts, opinions been
enhanced via involvement in IQRA? Did the infusion of viewpoints from
fellow participants contribute to a re-examination of prevailing notions and
the validation or rejection of prior postulations? Have writing styles,
discourse strategies provided insights on how to frame arguments, the
presentation of ideas etc.
ADMINISTRATIVE STAFF GROUP
 Relaxed and convivial ambience gave them an opportunity to
interact with colleagues/peers in a less inhibitive manner.
 Collegiality was at its peak as the staff perceived a sense
friendship and office comradeship akin to that felt by
members of a family unit.
 Motivated to find ways on how to connect the social problems
they read to their office scenario. For instance; they sensed
they were more critical of how information was transmitted
and processed.
 Learn about the need for openness in communication in order
to avoid misunderstanding.
ADMINISTRATIVE STAFF GROUP
 Morale boosted through participation in such activity as they
felt their views were valued and there was mutual respect
accorded to all.
 Increase in motivation as voicing opinions and feelings
regarding certain issues had a liberating effect.
 Provided them with a period of reflection as the session
conducted after office hours allowed them to reflect and self
analyse their actions in relation to the text read.
Preliminary Findings : Undergraduate Group
Improvement in reading and writing skills (it should cautioned
that this is a subjective assessment with no empirical data
collated as yet). Participants logged their improvements in their
reading log and attributed such improvements to peer influence
It provided a platform to meet and exchange ideas and in the
process allowed for the enhancement of speaking skills.
Good semi structured activities afforded a right balance that
fostered both spoken and written responses.
A congenial and conducive ambience contributed a lowering of
inhibitions which resulted in heightened confidence.
Preliminary Findings : Undergraduate Group
Better understanding of the Other (Said, 1978) in terms of cultures and
lifestyles. A perusal of their reading logs indicated that attitudinal
transformations were being effected through reader-text interaction as
well as peer discussion of the text.
Participants were generally motivated to explore other genres as
constant exposure to reading via the book club lowered their “anxiety”
towards reading.
Had a better grasp of how to critically evaluate differing viewpoints as
well as how such viewpoints are transmitted within a communicative
environment.
Preliminary Findings : Post-Graduate Group
Able to generate a variety of interesting perspectives regarding the motivations of
individuals and communities and how such motivations were linked to the personal
and the collective.
Able to critically evaluate viewpoints and differentiate subjective and objective
notions.
Better equipped to interpret events and gained profound insights into the subtle
nuances of local culture and lifestyles .
Able to locate voice and decipher silences within texts and characters
Able to relate incidents and content to ideologies, socio-cultural factors etc.
Improvement in terms of critical writing skills as well as in formulating cogent
arguments through exposure to different writing strategies and genres
Improved capability in textual deconstruction
Discussion
PRELIMINARY FINDINGS
 Preliminary findings: All 3 groups displayed
a marked improvement in attitudinal,
cognitive and motivational spheres.
 Preliminary responses also indicate that
participants from the administrative staff
group experienced a marked improvement
in collegiality and teamwork.
 Both academic cohorts evinced
improvements in academic oriented
aspects.
 IQRA, facilitated the subtle activation of
learning as internal monologues, personal
perspectives and subjective postulations
were tested within communal learning
environment in keeping with social learning
theory orientation of IQRA.
 Overall, the findings reveal that the
programme had an impact on both the
ideational and affective levels
FUTURE PLANS
PLATFORM DEVELOPMENT AND EVALUATION
Preliminary outcomes have
motivated us to further
examine the viability of IQRA
as a teaching platform to
enhance vocational
productivity and academic
performance.
The next phase of research be
devoted to comprehensively
evaluating the efficacy of IQRA
through a deployment of the
various quantitative and
qualitative research tools.
Constraints and Solutions
DIFFERENCES IN PROFICIENCY LEVELS
Constraint : Differences in proficiency
levels amongst group members impede
discussion sessions and truncate the free
exchange of ideas.
Solution: Promoting other activities such
as relay writing, mini-projects based on
the text that will serve to generate output
which will be subject to peer review and
comments. Also the use of L1 as in the
administrative group.
Constraints and Solutions
MATERIALS: AFFORDABILITY AND ACCESSIBILITY ISSUES
Constraint : lack of accessible and
affordable reading material especially in
Third World reading environments.
Solution : Use of alternative reading
materials sourced from newspapers,
magazines, travelogues etc.
Constraints and Solutions
SCHEDULE AND READJUSTMENTS
Constraints : Initial Schedule (after office
hours) not suitable for Administrative Staff
Group as they were fatigued after a day’s
work and had to fulfill family
commitments.
Solution: Members had a discussion and
came to a consensus that they would
conduct the sessions during lunch-break
and opted to bring along takeaways and
packed food as a form of potluck
MOTIVATION
Constraint : Motivating members to
embrace the Integrative Quality
Reading Approach in improving
language and critical literacy skills
through active participation in the
Book Club initiative.
Solution: Encouraging readers to
maintain a reading log that will detail
their progress in language acquisition
as well in the development of critical
literacy. Facilitating appropriate text
selection via discreet intervention in
the
selection
process.
Basing
classroom activities on texts read.
Constraints and Solutions
MAINTAINING INTEREST
Constraint : Maintaining participant
interest in the programme over the long
term in view of boredom, the lack of
motivation
or
other
emotional
impediments.
Solution: Diversifying post reading
activities
that
engender
more
participation such as dramatisation of
content, social interaction with external
communities , engagement with different
social strata etc.
Constraints and Solutions
Constraint
Encouraging enrolment into the Book
Club model given that the BC model
has to compete with the attractions
afforded by New Media as well as the
perennial challenge from traditional
electronic media.
Constraints and Solutions
Solution
Create a sense of special belonging
through specially designed
paraphernalia that fosters an air of
exclusivity. Engender a relaxed
atmosphere via informality and a
sense of equality by seating peers
across hierarchies within a room
where ideas are freely transacted to
facilitate learning. “Club Ambience”
via tea and scones, potlucks
etcetera. Where possible, a virtual
book club forum can be established
to enable exchange of views via
electronic means.
Conclusion
• Reading- promoting the desire to read
• Reading as a path to:
• Success (the need for mastery),
• Curiosity (the need for understanding),
• Originality (the need for self-expression),
• Relationships (the need for involvement with others).
• Decision making (the need to participate
in society)
Conclusion
Confronting new global setting
•
•
•
•
Diversities and unpredictable currents
Impact of new media technologies
Reading in multi languages and multi modal forms
Building reading communities
Conclusion
Creating reading communities:
• Book rich environment
• Language rich environment
• Knowledge rich environment:
Print, Television, Multimedia, Interacting with
outside world
• Nurturing:
- The individual
- The home
- The school
Conclusion
Individual, Home, School
Reading Communities
Knowledge Communities
Participation in human society development
In America…
In Malaysia…
Reading is a basic tool in the living of a good life
-Joseph
No matter how busy you may think you are, you
must find time for reading, or surrender yourself
to self chosen ignorance
-Confucius
THANK YOU…