About twelve years ago, I was rather startled when a high school student, in May, asked if I could give her a list of books to read over the summer.  I had never been asked that before.  I had never even considered it before.  I had never heard of a school library doing such a thing before.  Public libraries had summer reading programs, not school libraries.  Summer was for me, for my reading, but the more I thought about it, the more I realized what a wonderful opportunity had just been offered to me.  I so look forward to summer as a time to rest and rejuvenate, but I so miss the interaction with my students as well.  Creating a Summer Reading List and finding ways to share it with students would provide a point of contact during our separation.  I did not have to do anything grand, like the summer reading program that public libraries do, but I could find a way to connect to my students.

Before I share the specifics of how I use my Summer Reading List to stay in touch with students over the summer, let’s begin at the beginning – Creation!  As I create my list, I strive for a balance.  I think about my male readers and my female readers.  I think about my graphic and verse readers.  I cannot forget my Sci-Fi and Fantasy fans.  There needs to be something  historical and something non-fiction.  Do I want a romance?  What about sports? I need to think about my strong readers and my hesitant readers.  Don’t forget mystery, survival, and adventure!  What about humor?  We all need to laugh.

I initially thought I would have a list of 10 titles.  I knew that 20 was too long for summer; however, as I began considering all of my different readers and all of the wonderful books out there, 10 was too constricting.  In order to get the variety that I craved to reach all of my different readers, I settled on 15.  I also left myself open concerning copyright date.  I know that published reading lists often focus on the newest titles; however, sometimes we do not discover a title until it’s “too late.”  I did not want to limit myself that way.  I wanted the freedom to include a title whenever I discovered it.  It’s my list!  I can make the rules!

The creation process is quite messy.  I take a sheet of paper and begin scribbling down the titles that I remember.  Obviously if it comes to mind quickly, that is probably a strong indicator.  Then I begin the process of making sure I have included all of the different things I am looking for.  I actually create both a high school and a middle school list, since I see students in both of those buildings every week.  I like to have 3 to 4 titles that overlap.  The overlap helps with the amount of promotion creation that I need to do.  As I am creating my list, I run titles past my Assistant and my students.  I check to see if I am missing anything spectacular.

Where do I find my titles?  To begin with, obviously, I am an avid reader.  I average 70 to 100 books read per year.  I find books in School Library Journal, Kirkus Reviews, The Horn Book Review and general browsing on Amazon.  I learn about books from students and fellow librarians.  Once you are immersed in the world of books, they tend to find you.  Then there are the Indiana lists to consider: Young Hoosier, Eliot Rosewater, Read Aloud.  

After the list is created, I begin working on the additional pieces that help me promote the list.   I create a bitmoji classroom I post in Canvas, on the school’s website and on social media.  I create a slideshow of book covers, titles, and genres using Animoto to show to students and to post in many of the same places.  I make physical copies of the list available.  Over the course of the last few weeks of school, I do my best to reach out to students to share my suggestions and show them where they can access them over the summer.