Connecting Boys with Books: What Libraries Can Do [Paperback]

Michael Sullivan (Author)

Editorial Reviews

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
Copyright 2003 Reed Business Information, Inc.

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
Copyright © American Library Association. All rights reserved

Product Details

• Paperback: 136 pages
• Publisher: American Library Association (June 1, 2003)
• Language: English
• ISBN-10: 0838908497
• ISBN-13: 978-0838908495
• Product Dimensions: 9.2 x 6.1 x 0.3 inches
• Shipping Weight: 7 ounces (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (3 customer reviews)
• Amazon Best Sellers Rank: #1,333,556 in Books (See Top 100 in Books)

More About the Author

Michael Sullivan is the author of Connecting Boys With Books: What Libraries Can Do (ALA Editions, 2003), and The Fundamentals of Children's Service (ALA Editions, 2005). He has spoken widely on the topic of boys and reading. He has been a Children's Librarian and Library Director. He has written several academic articles, including 'Giving Them What They Want in Small Public Libraries' (Public Libraries, May/June 2000), 'The Fragile Future of Public Libraries' (Public Libraries, September/October 2003), and "Why Johnny Won't Read" (School Library Journal, August 2004). In 2005 he was profiled in Library Journal's 'Movers & Shakers' edition for his work in promoting reading to boys. He is a traveling storyteller and a chess instructor, and once worked at the Boston Museum of Science as part of its overnight 'Camp-In' instructional program for children. His chess program at the Parlin Memorial Library in Everett, Massachusetts was honored with an Outstanding Achievement Award in the U.S. Conference of Mayors City Livability Award competition in 2001. He is a former President of the New Hampshire Library Association and was the 1998 New Hampshire Librarian of the Year. "Escapade Johnson and Mayhem at Mount Moosilauke" (Big Guy Books, September 2006) is his first fiction book for kids. Look for "Escapade Johnson and The Coffee Shop of the Living Dead" in April, 2007.

Customer Reviews

Most Helpful Customer Reviews

2 of 2 people found the following review helpful:

5.0 out of 5 stars Getting Boys to Read..., July 29, 2005

By 

Virginia Allain "(retired librarian)" (Poinciana, FL) - See all my reviews
(TOP 1000 REVIEWER)   

This review is from: Connecting Boys with Books: What Libraries Can Do (Paperback)

"The author suggests ways that librarians and educators can attract preadolescent boys to library programs that are built on the unique developmental needs and interests of boys in the 'tween years. The goal of these programs is to create and maintain in this age group an interest in books and reading that will last a lifetime." (summary by South TX Library System)
This fills a need for librarians trying to target this hard-to-reach audience.
Why is it important? Check out these dismal statistics:
Boys are generally 1½ year behind girls in reading.
Girls at the age of 15 read twice as much as boys.
80% of high school dropouts are male.
95% of hyperactive elementary students are male.
85% of special education students are male.

1 of 1 people found the following review helpful:

5.0 out of 5 stars Boys and Reading, April 30, 2008

By 

Jennifer Guth (North Las Vegas, NV United States) - See all my reviews
(REAL NAME)   

This review is from: Connecting Boys with Books: What Libraries Can Do (Paperback)

Sullivan, Michael. Connecting Boys with Books: What Libraries Can Do. Chicago: American Library Association, 2003.

"If you care at all about kids and reading - read this book. If you don't care about kids and reading - read this book. In fact, you probably shouldn't even bother to read the rest of the forward. Just go ahead and read this book"(Scieszka, ix). After reading Connecting Boys with Books: What Libraries Can Do, most readers will agree with the above statements written by Jon Scieszka in the forward. This book focuses specifically on boys in the "tween" years (between eight-years-old and twelve-years-old) when most boys stop reading. It discusses reasons that boys are falling behind in reading and "...the difficulties boys face in becoming readers: cultural factors that discourage boys from reading, stereotypes that keep boys away from libraries, the lack of male role models in schools and libraries, and the absence of fathers in the library experience" (Sullivan, xiii).

Girls read more than boys. Boys learn differently from girls. Boys are not girls. Yet, often times we, as librarians, will ask boys to be girls. For instance, "[b]oys tend to be more loud, boisterous, and physical than girls. When they exhibit these traits in the library, they are shushed, glared at, and made to feel unwelcome in a hundred different ways - that is, if they are not actually told to leave" (Sullivan, 10). This makes boys feel that the library is not a place for them.

The main focus of this book is how to make the library more inviting for boys. Bringing men into the library is one of the suggestions Sullivan gives readers. He submits that this can be through offering programs that focus on father-son or father-daughter time in the library. The library can ask guest (male) speakers in to discuss various topics such as sports, careers, or books. Men, like boys, need to feel welcome in the library also, and we can do this by simply inviting them. When boys see their fathers or male role models excited about books and reading, they will become enthusiastic as well. This provides a better opportunity for boys to become life-time readers.

Sullivan also focuses on the kinds of literature that boys prefer. Boys like sports, fantasy, and humorous books. They enjoy books that involve the external struggle as opposed to an internal struggle. Sullivan provides readers with many book suggestions that might appeal to boys. He also gives readers several suggestions for including boys in library programs designed with their learning styles and mental capabilities in mind. Book talks given with boys' needs in mind can make the difference in boys reading the book or not.

Another way to welcome boys is to provide challenge and competition in the library. "If we view competitiveness as a social evil, then we will project to every boy who crosses our paths that a basic component of his psyche is wrong, so he himself is flawed" (Sullivan, 110). One suggestion Sullivan gives is providing chess or board games in the library.

Storytelling can be another draw for boys and literature. Sullivan suggests providing classes to boys on how to tell stories so that they realize that each of us has a story. Also provided is a list of stories to include and how to use the stories when teaching boys how to tell stories. In addition, he suggests that older boys read to younger boys instead of struggling readers reading to adults. Boys like to feel helpful and useful. If paired with a younger child, the reader will feel helpful; however, if paired with an adult, the reader will feel intimidated.

This is a fantastic book that anyone and everyone working with children, especially boys, should read. Librarians, teachers, parents, and anyone working with boys can benefit from the information provided in this book. The reasons why boys resist reading or going to the library are revealed and discussed. Easy, helpful, and applicable suggestions are given so that those working with boys can help them feel welcome in the library and around books. By doing this librarians, teachers, and parents can better assist boys in becoming life-long readers and learners. Michael Sullivan presents the information in a non-threatening way using professional but genuine language. In addition to Sullivan's use of his own personal experiences and observations in the library, the bibliography provides readers with further reading and/or research. This book is a must-have for understanding, accepting, and helping boys become life-long readers and learners.

5.0 out of 5 stars boys and books, May 4, 2008

By 

K. Mendoza (Donna, Texas) - See all my reviews
(REAL NAME)   

This review is from: Connecting Boys with Books: What Libraries Can Do (Paperback)

Sullivan, Michael.2003. Connecting Boys with Books: What Libraries Can Do. Chicago: American Library Association.

In Connecting Boys with Books, Michael Sullivan, a children's librarian and director of library services, has created a book that helps librarians far and wide tackle an age old problem, how to get boys interested in reading books. This book focuses on boys that are mostly between the ages of eight and twelve years old. This is the age group that has been identified, through careful research in Sullivan's book, as the time when boys stop reading. Sullivan identifies several reasons as to why boys become disinterested in reading though his introductory and first two chapters. He identifies reasons such as lack of male role models in schools and libraries, the lack of making boys feel welcome in libraries, and most importantly lack of effective programming that targets boys.
We all know that boys and girls have different needs, yet more often than not, libraries inadvertently perpetuate the notion that libraries are quiet places for girls to use and don't make libraries "boy friendly." One of the main keys to getting boys into the library is making the library a welcoming and inviting place for boys by appealing to their wants and needs. Sullivan identifies the most significant thing that can be done to attract boys the library is by offering effective programming. Sullivan suggests that bringing men into the library is one of the most pivotal actions that can be taken to achieve keeping boys interested in the library. This can be best achieved by offering programs in the library that focus on fathers and/or father figures and their children for activities in the library. Invite male guest speakers to the library, not only can they lead a book talk or just talk about subjects that interest boys, but boys will feel welcome when they see other men or boys in the library. Sullivan suggests that men are willing to participate in library programs but librarians need to be more proactive in actually inviting them into the libraries.
Sullivan also suggests that librarians familiarize themselves with what boys are reading and how to use the genres that interest boys to promote reading. Especially useful is the section in Chapter 3 It's Still about Books, which gives lists of authors and book suggestions for each of the genres that interest boys. He suggests giving book talks that have boys' needs in mind can make the difference in boys reading the books or not.
Providing games and other competitions within the library is another way to welcome boys. Providing boys with challenges and competitions will appeal to the competitive nature of most boys. Sullivan outlines the use of successes of other libraries through the inclusion of chess and other board games in libraries.
Lastly, Sullivan suggests the power of stories and storytelling in the library. He discusses how to get boys involved in storytelling and how to make boys more confident in their storytelling abilities. Sullivan offers useful strategies and techniques to keep in mind as well as several stories that can be used in storytelling activities.
I think this is a great book that all librarians both in the school and public library domains should read. The information provided is useful for not only librarians but I think teachers can greatly benefit from the suggestions in this book as well. I believe that parents of these "tween" aged boys can find great use in the chapters involving the reading interest of young boys and parents will find the suggested reading list most useful. Sullivan makes easy and helpful suggestions to librarians on how to best work with these reluctant library users and he does so in a comforting way. His writing style made me feel as though I was talking to another colleague and not reading a "how to" book. I especially appreciated that the book was written in a non-didactic form. This book is a great addition to any professional's collection in order to help our boys become life long readers and users of the library.