Literature Talk 2024: Read to Succeed
Reading is more than just a skill—it is a cornerstone of personal growth and academic achievement. As such, at the start of each new school year, we hold the literature talk for the new students to guide them in mastering the method of reading.
This year's literature talk, themed "Read to Succeed," featured some exciting innovations. Ms Lynn Meng (English teacher, School librarian), the organiser, shared, “In the past, the talk was centered around 'reading logs,' where students would sit in classrooms and listen to abstract lectures. This year, we brought the new students into the library, offering them a tangible experience with books.” The new students were guided through the library by lecturers, familiarising themselves with the borrowing process, and participating in shared reading and feedback sessions.
The enthusiasm for reading didn’t end with the talk. The library immediately launched a month-long "Reading Streak Challenge," encouraging students to borrow books suited to their interests and track their progress through stamps. “Some students pick up really thick books on their first visit,” Ms Meng remarked. “When I ask about their reading experience, they often say they don't understand much.” In response, Meng advises them to choose more suitable books. “When they come back the next day, they tend to select simpler reads.” This gradual approach helps students steadily grasp the process of borrowing and reading books.
Another major change in this year’s talk was the shift in who led the lecture. Instead of the traditional teacher-student co-teaching model, the talk was primarily student-led, with teachers providing support. This adjustment stemmed from the realisation that students can be more relatable and engaging to their peers than teachers. We interviewed several student lecturers to hear their thoughts on reading and the benefits they gained from "teaching others how to fish."
Xin C (Y12) emphasised the importance of reading in student development. She believes that reading is crucial for every student, regardless of their native language. Through reading, students can explore topics they are genuinely interested in, which enhances their learning experience. Xin recalled a visit from a renowned IT professor who highlighted the importance of broad reading, whether online or from books. “He encouraged us to explore and learn independently and stressed the importance of maintaining a passion and commitment to a particular subject,” Xin shared. This insight made her realise that reading is not just a way to acquire knowledge, but a bridge that helps students forge a deep connection with their subjects.
Caroline C (Y12) initially felt unconfident about her English reading abilities when she first came to DHSZ as an IG1 student. She admitted, “When I was a freshman listening to senior students discuss how to choose books, I felt really uneasy, worried that I wouldn’t be able to finish an English book.” To overcome this fear, she initially chose bilingual books, hoping that seeing the translation would help her comprehension. However, she later found that her the senior student’s advice—choosing books that genuinely interested her—was far more effective. Following their guidance, Caroline selected a book on a topic she cared about and gradually developed a daily reading habit. “Every night after returning to the boarding house, I would read works by my favorite authors or news on topics that interested me.” This interest-driven reading approach not only helped her overcome her initial fear, but also made her eager to share her experiences with younger students during this year’s talk. She was delighted to see the new students’ enthusiastic participation and feedback.
Ellie Y and Leyna L, both Y11 students, collaborated closely in preparing their lectures. “We spent a lot of time over the summer refining our content through video calls,” Ellie recalled. Their teamwork extended throughout the entire project, from brainstorming to the final presentation. They understood that grasping the interests of Y10 students was no easy task. “Even though we were in Y11 just last term, it was hard to remember what we were into at that time,” Ellie admitted. To ensure their recommendations were relevant, they conducted thorough research, even asking the new students about their interests in advance to provide appropriate book suggestions.
Reflecting on their experiences, both Leyna and Ellie realised that the talk benefited not only the new students, but also prompted them to deeply reflect on their own growth. Leyna observed, “This talk made me realise how much I’ve grown from Y10 to Y11. It was a valuable experience not just for the new students, but for me as well.” Ellie echoed this sentiment, adding, “It wasn’t until I was bombarded with questions from the new students that I realised I had truly become a Y11 student!”
Reading has become a cornerstone of these students' academic and personal growth. From overcoming initial fears to discovering the joy of reading, their experiences vividly illustrate the transformative power of books. As they continue their academic journeys, the habits and insights they’ve gained through reading will undoubtedly guide them toward future success.
The library's "Reading Streak Challenge" will conclude at next month’s Book Fair, where booksellers will showcase a variety of English books. This event will give students a better understanding of how to select books.
