How Malaysia Reads: Individual, Home and School Initiatives

Transcription

1 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

2 Content Introduction Reading in Malaysia Key Findings Intervention Strategies Initiatives Conclusion

3 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]

4 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

5 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: Combination of the top-down and Bottom up processes. Essentially premised on Schema theory - it is still cognitive in orientation Bottom-up Approach: Encoding and Decoding Interactive Approach (late 70s and 80s): Rumelhart ( 1977)- From the 1990 s onwards, new theories that sought to explain emerged. Prominent of this was dual-coding theory (Paivio & Sadoski, 1991) Mechanistic and basic in orientation Behaviouristic in notion as it valorises automaticisation

6 Reading in Malaysia Very diversified Ethnic, gender, age, geographical location, SES

7 Reading in Malaysia Experiencing dramatic change

8 Reading in Malaysia New, complex patterns of reading

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10 Key Findings on Reading Ambigapathy Reading Habits (1997) National Library Survey (2005) ILRU, USM Reading Case- Study (2011)

11 Ambigapathy (1997) Reading Habits 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

12 Explanatory Model of reading habits B. Home Variables B1. Variety of reading materials at home B2. Amount of reading materials at home A. Background Variables A1. Residential area A2. Sex A3. Ethnicity A4. SES B3. Home influence B4. Parent/siblings as reading model D. Intervening Variables D1. Exposure language D2. Attitudes towards reading D3. Attitudes towards language E. Reading Habit Variables E1. Variety of reading materials E2. Activeness in acquisition of reading materials E3. Time spent in reading E4. Readiness to read E5. Value attached to reading E6. Degree of habitualness in reading 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

13 Key Findings Reading Habits 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

14 Key Findings Reading Habits 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

15 Key Findings Reading Habits 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

16 Key Findings Reading Habits 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

17 Key Findings Reading Habits 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

18 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.

19 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

20 Reading Emphasis in Malaysia More Reading for Task Performance Job-related Studies-related Functional Less Reading for Leisure Entertainment Arts and culture Recreational Reading for Knowledge History Philosophy Religion Science Reading for Empowerment Self-improvement Decision-making Planning

21 Intervention Strategies Government- led Private - led University- led Individual Home School

22 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

23 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)

24 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.

25 Implementation of NILAM The program consists of two phases: Phase I: Jauhari Phase II: Readers Friend

26 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)

27 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

28 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

29 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

30 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

31 Government- led Reading month Moving Libraries Book fairs

32 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

33 International Literacy Research Unit (ILRU), USM Reading Research :Case- Study (2011) School going population Individual Home School

34 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.

35 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.

36 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.

37 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.

38 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.

39 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

40 Key Findings School Initiatives: Novels in curiculum Co-curiculum - Debate, storytelling, public speaking- reading based activities

41 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.

42 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

43 Home Promoting Reading Practices 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

44 Promoting Reading Practices School Positive school environment Facilities, library & reading resources, classroom organization, instructional variables Teacher-student relationships Student peers

45 University Initiatives Role of Institutions of Higher learning The case of USM Book Club

46 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.

47 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

48 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

49 Features of IQRA s Theoretical Framework Facilitates Community Learning Transactional in nature Common Purpose and Shared Interests Public and private space movement Traverses the public and the private Allows for induction, postulation, transaction, mediation. contemplation and inculcation of information Man is a social animal Man interacts with society and not functions in isolation Social setting especially via immersion in learning communities enhances learning

50 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

51 Advantages of IQRA Strengths IQRA can be tailored to meet specific needs in order to enhance vocational or academic or social performance (cont.) IQRA in action 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.

52 Official Launching of Book Club Reading Literacy as a happening event

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57 The IQRA Programme Implementation framework

58 READER ADVISORY BOARD (RAB) Set objectives and goals Devise protocols Provide reading list Establish evaluation criteria CONCEPTUALISATION EVALUATION QUALITATIVE Reading logs Journals Diaries READING ACTIVITIES & DISCUSSION group (READ) Select books for reading sessions Discussions related to the book Devise activities/topics related to reading READING ACTIVATED ACTIVITIES (REACT) IMPLEMENTATION QUANTITATIVE Attitudinal tests on cognitive and behaviourial changes Interactive Collaborative Exchange (ICE) Selected Creative Read-related Improvised Tasks (SCRIpT)

59 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

60 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

61 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.

62 IQRA Implementation framework : Details (cont.) 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) STEP 3: PAR, ICE and SCRIpT

63 IQRA- Evaluation

64 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.

65 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.

66 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.

67 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.

68 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.

69 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

70 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

71 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.

72 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.

73 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.

74 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

75 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.

76 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.

77 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.

78 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.

79 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)

80 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

81 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

82 Conclusion Individual, Home, School Reading Communities Knowledge Communities Participation in human society development

83 In America

84 In Malaysia

85 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