Summer Reading: Should we Give Students Incentives or Not?

  

Doud, Maggie

Stauffer, S.M. (2009, June 1). Summer reading incentives; Positive or pernicious? Children & Libraries: The Journal of the Association for Library Service to Children. https://web-p-ebscohost-com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=0&sid=70cda242-40a2-4efa-8473-527f38ac0678%40redis

 

Summary:

    Stauffer's article sheds light on the contrast between intrinsic and extrinsic rewards in the context of summer library programs and prizes. Stauffer suggests a departure from tangible incentives, emphasizing the significance of verbal praise and social validation. Drawing from decades of psychological research, Stauffer highlights the consensus among psychologists that extrinsic rewards, dating back to studies from the 1970s, can impede the cultivation of intrinsic motivation, even for enjoyable activities. This insight prompts a reevaluation of the rewards system in summer library programs, urging a shift towards fostering intrinsic motivation for sustained engagement and enjoyment of reading. Drawing from studies highlighting the positive effects on intrinsic motivation, she advocates for fostering a culture of encouragement and recognition. This includes promoting peer-to-peer sharing of reading experiences, empowering children to set their own goals, and offering a diverse range of reading materials to cater to individual interests. Additionally, acknowledging individual accomplishments through certificates or star charts is encouraged. However, if material rewards are deemed necessary, Stauffer suggests opting for books as prizes, as they serve as a more meaningful incentive to cultivate a lifelong love for reading.

Opinion:

    As May approaches, discussions among teacher-librarian peers turn to the summer reading program. The summer library was my favorite as a kid!  But, with the summer library budget cut in my school district and our physical library doors closed to students during the summer AGAIN, the challenge to engage them is greater than ever. Plans are underway to provide students with access to a variety of resources through Canvas and Destiny, including books, experiments, art projects, and videos. However, the absence of tangible prizes in last year's program resulted in minimal student participation. Stauffer’s insights in her article Summer Reading Incentives: Positive or Pernicious? suggest a shift in approach, emphasizing verbal praise and social recognition to boost intrinsic motivation. My school district is directing students to the local public library's summer reading program, which includes incentives such as free books and entries into a drawing for a bike and helmet. This raises the question: Are tangible prizes in summer reading programs truly beneficial, or is there more value in cultivating a love for reading through intrinsic motivation and community engagement?