Whaea Lynne Te Aika with her grandchildren, joined Tuahine Justice to present an intergenerational story time event.
“No need to reinvent the wheel.. or could we?”
In this article, Lyn Malakou of Christchurch City Libraries presents a unique approach to the challenge of summertime reading programs. She asks how we can retain the proven methods while also exploring new possibilities for the benefit of tamariki and rangatahi.
Writer and illustrator Bob Kerr asked his 11-year-old grandson Owen to explain the difference between reading a book and playing computer games. This is Owen’s response:
“When I’m playing games, I have to think about what I’m doing all the time. I’m clicking on the keyboard and moving my fingers everywhere and talking to my friends all at the same time. In a game the pictures are all on the screen. You don’t have to imagine things If I’m reading, I just have to hold the book or lie in bed and listen to my audiobook. In books, there are only words. I have to imagine things. [1]
The team across the summertime reading kaupapa at Christchurch City Libraries tapped into the experience of colleagues from around our network. Underpinning our planning are pou that transcend individual annual themes and carry across multiple years: Facilitating reading as a social activity, supporting reader agency, prioritising the relational and encouraging whole community participation.
With ‘reading for pleasure’ appearing in the refreshed New Zealand curriculum, our campaign could have wings. The literacy and well-being benefits of reading for the love of it are surely a celebration of how our libraries and dedicated staff have good news to offer.
VISUAL LANGUAGE
Findings from Read NZ Te Pou Muramura’s 2021 National Reading Survey, among other useful insights, revealed that parents and caregivers who read to tamariki largely do so at bedtime.
In this article, Lyn Malakou of Christchurch City Libraries presents a unique approach to the challenge of summertime reading programs. She asks how we can retain the proven methods while also exploring new possibilities for the benefit of tamariki and rangatahi.
Writer and illustrator Bob Kerr asked his 11-year-old grandson Owen to explain the difference between reading a book and playing computer games. This is Owen’s response:
“When I’m playing games, I have to think about what I’m doing all the time. I’m clicking on the keyboard and moving my fingers everywhere and talking to my friends all at the same time. In a game the pictures are all on the screen. You don’t have to imagine things If I’m reading, I just have to hold the book or lie in bed and listen to my audiobook. In books, there are only words. I have to imagine things. [1]
The team across the summertime reading kaupapa at Christchurch City Libraries tapped into the experience of colleagues from around our network. Underpinning our planning are pou that transcend individual annual themes and carry across multiple years: Facilitating reading as a social activity, supporting reader agency, prioritising the relational and encouraging whole community participation.
With ‘reading for pleasure’ appearing in the refreshed New Zealand curriculum, our campaign could have wings. The literacy and well-being benefits of reading for the love of it are surely a celebration of how our libraries and dedicated staff have good news to offer.
VISUAL LANGUAGE
Findings from Read NZ Te Pou Muramura’s 2021 National Reading Survey, among other useful insights, revealed that parents and caregivers who read to tamariki largely do so at bedtime.
In our visual campaign, we wanted to celebrate the magical twilight hour in summer, when activities are done and running and jumping are exhausted. ‘Imagine the taonga that awaits you’ illustrates tamariki together and engaged in exploring a book by torchlight.
‘Imagine other worlds’. Our Māori Services team tell of oral story traditions – the handing down of stories and cultural knowledge after the day’s work is done. The night sky presents possibilities for the myriad worlds beyond our own, spinning off into other times, pasts, and futures. Think of Gavin Bishop’s book Atua and the unleashing of colour and its soaring breadth of storytelling. The intergenerational link of culture and story remains key to our bicultural commitment at Christchurch City Libraries. ‘
A feature of this thinking about imagination was considering rangatahi and their possible futures, and the enabling role that libraries can play. We know that reading helps us expand our choices, and we want rangatahi to ‘Imagine the possibilities’ for their bright futures.
The campaign we devised needed to be versatile enough to expand over multiple years—not only to be cost-effective but also to grow in depth and breadth as we took our message of reading promotion from last summer to next. We plan to reintroduce the programme for schools for one year and resume our promotion in time for the coming 2024/25 summer.
DIGITALLY SPEAKING
Summertime Reading had a webpage on the library's website. This page included the campaign events, regular programming, and reading recommendations. The campaign featured on the homepage carousel was one of the first things customers saw on the library website. Between November and February, we received a 49.88% increase in interest in Summertime Reading content, with users spending an average of 26 seconds on the site.
COMMUNITY EVENTS
Up to 2,300 attendees attended 22 reported summertime events, which allowed library staff to engage readers in meaningful and supportive conversations.
Successful events included Picnic in the Park, a Soft-toy sleepover, and Summer Story Fun with author and illustrator Ned Barraud and Canterbury Museum’s Morgane Merien. Camp Fire stories for rangatahi, Karamū and Maiao, an intergenerational story time with Lynne Te Aika, Wild Wednesdays at Orana Park, and Dogs and Books were also well received.
We continued to encourage library memberships, book loans and the use of
E-resources. With 52% of New Zealand teens saying, “I read only if I have to,” [1] we want to use technology's natural draw and engage reluctant readers with ebooks and audiobooks.
Aligning with our outdoor, under-the-stars imagery, Macpac came on board with generous encouragement. Having these quality prizes and a committed sponsor, we were able to attract participants to an online young adults Reading Review pilot. We received a generous gift of books from our supplier and popular pool passes from our Recreation and Sports Unit colleagues.
So, what is on the horizon for next summer? Let’s continue to share ideas, collaborate and imagine what ‘could be’ for Summertime Reading.
Christchurch City Libraries would like to acknowledge the contributions of Lauren Connolly, Stephen Clothier, Sarah Dillon and READ NZ, and the foundational mahi of Jessica Copping.
Lyn Malakou is a Public Programmes Coordinator at Christchurch City Libraries. Lyn has recently returned to Christchurch after over a decade in Sydney working in tertiary education, leading and supporting the student life portfolio, most recently at the University of Sydney.
DIGITALLY SPEAKING
Summertime Reading had a webpage on the library's website. This page included the campaign events, regular programming, and reading recommendations. The campaign featured on the homepage carousel was one of the first things customers saw on the library website. Between November and February, we received a 49.88% increase in interest in Summertime Reading content, with users spending an average of 26 seconds on the site.
COMMUNITY EVENTS
Up to 2,300 attendees attended 22 reported summertime events, which allowed library staff to engage readers in meaningful and supportive conversations.
Successful events included Picnic in the Park, a Soft-toy sleepover, and Summer Story Fun with author and illustrator Ned Barraud and Canterbury Museum’s Morgane Merien. Camp Fire stories for rangatahi, Karamū and Maiao, an intergenerational story time with Lynne Te Aika, Wild Wednesdays at Orana Park, and Dogs and Books were also well received.
We continued to encourage library memberships, book loans and the use of
E-resources. With 52% of New Zealand teens saying, “I read only if I have to,” [1] we want to use technology's natural draw and engage reluctant readers with ebooks and audiobooks.
Aligning with our outdoor, under-the-stars imagery, Macpac came on board with generous encouragement. Having these quality prizes and a committed sponsor, we were able to attract participants to an online young adults Reading Review pilot. We received a generous gift of books from our supplier and popular pool passes from our Recreation and Sports Unit colleagues.
So, what is on the horizon for next summer? Let’s continue to share ideas, collaborate and imagine what ‘could be’ for Summertime Reading.
Christchurch City Libraries would like to acknowledge the contributions of Lauren Connolly, Stephen Clothier, Sarah Dillon and READ NZ, and the foundational mahi of Jessica Copping.
Lyn Malakou is a Public Programmes Coordinator at Christchurch City Libraries. Lyn has recently returned to Christchurch after over a decade in Sydney working in tertiary education, leading and supporting the student life portfolio, most recently at the University of Sydney.
1] Kerr, B. (2023, June 19). Books vs computer games. Newsroom. https://newsroom.co.nz/2023/06/19/books-vs-computer-games/
[2] Evidence strongly shows the benefit of “tech’s appeal” to increase the appeal of ebooks, audiobooks and reading for reluctant readers: Baron, 2016; Best & Clark, 2021; Heiting, 2015, Picton & Clark, 2015
Baron, N. S. (2016). Words onscreen: The fate of reading in a digital world. Oxford University Press.
Best, M., & Clark, C. (2021). Engaging with digital reading: Exploring the opportunities and challenges for young readers. Journal of Literacy Research, 53(2), 185-203.
Heiting, M. (2015). The reluctant reader's guide to e-books. School Library Journal, 61(7), 24-27.
Picton, I., & Clark, C. (2015). The impact of ebooks on the reading motivation and reading skills of children and young people: A study of schools using RM Books. Renaissance Learning.
[2] Evidence strongly shows the benefit of “tech’s appeal” to increase the appeal of ebooks, audiobooks and reading for reluctant readers: Baron, 2016; Best & Clark, 2021; Heiting, 2015, Picton & Clark, 2015
Baron, N. S. (2016). Words onscreen: The fate of reading in a digital world. Oxford University Press.
Best, M., & Clark, C. (2021). Engaging with digital reading: Exploring the opportunities and challenges for young readers. Journal of Literacy Research, 53(2), 185-203.
Heiting, M. (2015). The reluctant reader's guide to e-books. School Library Journal, 61(7), 24-27.
Picton, I., & Clark, C. (2015). The impact of ebooks on the reading motivation and reading skills of children and young people: A study of schools using RM Books. Renaissance Learning.
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