Notice bibliographique
Résumé
When I want to know how to promote reading to teens, I go to the fount of school library knowledge: independent school librarians! In recognition of YALSA's fiftieth anniversary, these fifty tips, hints, ideas, and techniques from independent school librarians across the United States and Canada will give many young adult librarians a successful start in promoting reading to their teen patrons for the next fifty years. First Step: Be Adventurous! 1. Step out of your comfort zone and promote something other than fiction. Many teens (boys especially) are not fiction readers; they may be more interested in your magazine collection. Let your teens know which magazines are available in their library. 2. Remember those reluctant readers. Promote Quick Picks for Reluctant YA Readers as Fast Reads, which is less pejorative. Have a spinner filled with fast reads and label it as such. One librarian uses neon green Fast Reads labels for easy identification. 3. Get graphic. Graphic novels are appropriate for boys and girls and for tweens and teens. Many times they appeal to students who wouldn't ordinarily pick up a book. If you have concerns about age appropriateness and have a collection that serves both middle and high school students, you can always break out the collection by division or grade level. 4. Think outside the book club box. An anime club can lead to a manga or graphic novel club; strategic games or MMORPGs (massively multiplayer online role playing games) can lead to a fantasy book club; and a writing or author club can lead to reading about writing or reading a particular writer's work. 5. Create some library leaders. Make the library in your school a place for young leaders to develop their skills. They can run your circulation desk, shelve books, and more. 6. Sponsor a poetry slam contest or partner with your school's literary magazine to host an event. 7. Have a Love session once a month. Serve cookies and ask teachers and students to talk about a book they have recently read and liked. 8. Consider reviewing for a young adult magazine and have your students review as well. Sometimes the lure of seeing their name in print may push them to read more books. 9. If you have all boys or have very competitive students, have a word reading club and stand back and watch the numbers grow! Some librarians have reported that they have several students who read more than a million words in one school year. Second Step: Be Bold! 10. Put your cool stuff up front. I have my graphic novel collection near the front entrance of the library. Other librarians use that high-traffic area to promote their magazine collection. 11. Books don't have to stay on the shelves. One librarian puts high-interest books next to her computers, and those books circulate. 12. Use the lure of the forbidden. Tell them a book is banned or controversial, or just give them some of the crazy details (for example, boyfriend is on crack and parents are abusive) and a questioning Are you up to the challenge? look. 13. Tie the book to a movie. If a movie is based on a book, you have an automatic tie-in; but, don't be afraid to go beyond the specific book and, for example, tie in the Dragonriders of Pern series with Eragon. 14. Make mine a contest. Have a book-related contest such as a Harry Potter contest, or a contest related to the last book ([The End) of Lemony Snicket's Series of Unfortunate Events. 15. Pimp your contest prizes. Book gift certificates are great, but go with whatever is going to draw your kids into the library, such as coffee cards, iTunes certificates, or local eatery certificates. 16. Make your prize match your audience. One librarian at a school for girls has a special bracelet for her seventh-grade Gone with the Wind (GWTW) readers. If they read all one thousand pages, they get a GWTW bracelet, which has been very well-received! …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,007 | 0,002 |
| Communication savante | 0,009 | 0,008 |
| Science ouverte | 0,001 | 0,010 |
| Intégrité de la recherche | 0,004 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,122 | 0,059 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».