In Search of the Right Book: Considerations in Common Read Book Selection

Abstract

College and university adoption and use of books as common reads has increased over the last several years (American Library Association, 2003; Ferguson, 2006). The growing popularity has also brought to light significant variations in how colleges and universities select and use common read texts. In some higher educational institutions, one tome is selected for all freshmen to read and discuss primarily during the initial orientation program; such programs are often referred to as freshman read or first-year read. Other institutions adopt a common read, campus read, or one book program, which involves selecting a book for the entire campus to read and discuss throughout the academic year (Laufgraben, 2006). Regardless of how common reads are selected, implemented, or what they are called, there are a variety of goals that are consistent among common read practices. This article focuses on a discussion of several variables to consider that increase the chances of a successful common read program.Purpose of Common ReadsBoff, Schroeder, Letson, and Gambill (2007) contended that common reads can be used to foster students' exploration of values and ethics, increase awareness of cultural diversity, deepen feelings of being part of a community, and integrate social and academic campus experiences. In addition, reading books not directly associated with homework has been found to encourage students to enjoy reading and read more for both pleasure and learning (Mallard, Lowerty-Hart, Andersen, Cuevas, 8f Campbell, 2008; Paulson, 2006; Twiton, 2007).Selecting a book that is enjoyable, challenging, and engaging stirs the intellectual minds of young adults; integrating such books into a wide range of curricula can be a complex process (Fister, 2007). Finding the right book is therefore critical for assuring the worthwhile investment of time and money as well as for the desired and anticipated levels of learning. Thoughtful consideration of the variety of goals, criteria, and levels of investment associated with common reads is necessary to assure the choice of the right book (Twiton, 2007). We assert that a framework created to explain and foster student development can be extremely useful for guiding the creation of a structure for selecting a common read and for evaluating the success of a common read program.Theoretical Framework: Student DevelopmentChickering and Reisser (1 993) have developed an ideal framework to use as a guide for selecting a book and for explaining the learning, intellectual growth, and emotional growth associated with common reads. While individuals attend higher educational institutions, they are likely to experience growth in seven different areas, called (Chickering & Reisser, 1993). The seven vectors include developing competence, managing emotions, becoming comfortable with dependency on others, establishing identity, developing purpose, and developing integrity. The progression of development along the vectors is influenced by a range of variables internal and external to the student. The learning activities associated with common reads are likely to be considered a variable external to the student that can foster the development along these vectors.According to Chickering and Reisser (1993), students enter colleges and universities at different developmental levels and bring many highly influential personal characteristics that can either promote growth or deter advancement along the seven vectors. Additionally, development along each vector is influenced by learning experiences and interactions with others. Thus, students' personal progress and growth in these areas are determined by a number of factors, including the strengths and weaknesses of their personal characteristics, the commitment of faculty members, the curriculum of their courses, and the nature of the support within the community at their institution.Faculty members and other higher education personnel play an essential role in supporting student development along the seven vectors (Chickering & Reisser, 1993). …