Never doubt that a small group of thoughtful committed citizens can change

 the world____ indeed, it's only thing that ever has.-Margaret Mead

     The National Endowment for the Arts survey called Reading at Risk, based on data from the Survey of Public Participation in the Arts conducted by the Census Bureau in 2002, concludes that reading is declining in the United States.  The results of the survey reveal that just over half of the adult population, 56.6 percent, read a book of any kind in the previous year, down from 60.9 percent a decade earlier.  The steepest declines of any demographic group were among the youngest adults.

     To be successful, middle grades students must have good reading skills and need to practice those skills.  The practice involves independent reading of books, magazines, and newspapers.  Library media specialists, principals, and teachers can encourage independent reading by serving as positive reading role models.  Parents and teachers top the list of role models identified by teens in a recent Junior Achievement/Harris Interactive Poll.  The results show that while teens look up to many people, it’s those who are involved in their daily lives that have the most profound impact.

     How do Indiana middle grades schools help ensure that their students have positive reading role models?  Indiana middle grades schools display posters featuring faculty members reading books.  Faculty members read and promote books from the Young Hoosier Book Award list.  Reading teachers take students to their school library, where they are encouraged to find and read books and other print materials.  Teachers are aware of public library programs and encourage students to obtain and use library cards.

     Some Indiana middle grades schools have established Teachers Under Cover (TUC) groups where teachers read, share, and appreciate books written for adults and in doing so become positive reading role models for others.  Typically, TUC groups meet once a month.  At each meeting one member is responsible for the questions and discussion.  Many groups meet at a local restaurant from 4:30 to 6:00 p.m.  A book is discussed, another book is selected, and the next meeting location is determined.  This is followed by a meal.

     Many books that are discussed can be found in local public libraries.  Others are purchased at bookstores or from the Internet.  Some group members donate copies of the books read at TUC meetings to a school collection for others to read.  These collections may be in the school library media center or teachers’ lounge.

     Questions for hundreds of books written for adults can be found at <http://www.readinggroupguides.com/findaguide/index.asp>.  Lists of bestsellers and suggestions for good books for discussion groups can be found at many Web sites, including those of the New York Times and booksellers such as Barnes and Noble. 

     One group that has read over 175 books is currently reading The Devil in the White City, which concerns the 1893 Chicago World’s Columbian Exposition.  During the past year they have read and discussed The Da Vinci Code, On Green Dolphin Street, The Rule of Four, Bel Canto, Reading Lolita in Tehran, The Binding Chair, In a Sunburned Country, Year of Wonders, Life of Pi, Accordion Crimes, and Blue Latitudes.  A complete list of all the books read by the group can be found at </9winter.htm>.

     Each month a suggested book and discussion questions for TUC groups are listed in the Middle Grades Reading Network Update.  The Update can be accessed at </september2002.htm>.

     When a group reads and discusses a book, the experience for each reader is different.  With a group, books are chosen that might not normally have been read by various members, the result being that members are given the opportunity to appreciate different books and authors.  The responses to discussion questions give diverse interpretations to what each reader might have missed without the input of fellow readers.

     Reading and enjoying books helps faculty members to be enthusiastic about books and to share this enthusiasm with their students.  Students naturally ask about a book that a teacher is reading, and this encourages them to emulate their teacher and gain the habit of reading and enjoying books.

A small group of thoughtful teachers within a school can spread the joy of reading

to other faculty members, students, and parents.  As positive reading role models they can

 help ensure that their school is indeed a community of readers where each student

fulfills his or her potential as a reader.