WorldReaders is an online social network site for exploring students’ independent reading interests, while providing them with an opportunity for communicating with readers in other countries. Aimed toward children between the ages of 12 and 16, the site attempts to engage children who share a love of books and literary themes. This project provides librarians with a successful example of using social networking to achieve teaching/learning goals, and presents new knowledge on how learners use social networks for learning; how social networks can be a rich resource for studying reading interests; and how best to develop the use of social networking for library applications.

Specifically, this project aims to explore:

• How can an online social network effectively support the development of positive reading habits among upper elementary and secondary students?
• What aspects of the online social network (images, text, sound, video, and interactive tools) are most effective in encouraging student participation and communication?

Data is being collected to help answer these questions through an analysis of the descriptive data (i.e. number of participants, number of postings, etc.), visual postings (i.e. photographs, drawings, etc.), an online survey (i.e. poll reading interests, site element interests, reflections on the site, etc.), blog postings (i.e. number of blog posts, number/type of comments, et.c), and researchers’ field notes and educators’ observations.

A home page for the WorldReaders project is still in development and will include information on the project goals, the research aspects of the site, available activities, and links both to the WorldReaders social network and to further resources for teachers, teacher-librarians, students, and parents.

WorldReaders is ongoing and continues to gain support from readers and schools all over the world. Currently, close to 100 members have joined WorldReaders representing seven schools from eight countries.

Research Team: Dr. Ray Doiron (Faculty of Education, UPEI), Morgan Merritt (Production Coordinator), Paula Croken (Research Assistant)

Funded through the Image Text, Sound, and Technology grant (SSHRC).