Open AccessRenaissance’s Accelerated Reader: Does It Really Work?
Author(s) -
Bridget Alexis Bloomer
Publication year - 2020
Publication title -
north carolina libraries
Language(s) - English
Resource type - Journals
eISSN - 2379-4305
pISSN - 0029-2540
DOI - 10.3776/ncl.v78i1.5372
Subject(s) - censorship , reading (process) , point (geometry) , the renaissance , computer science , statement (logic) , work (physics) , sociology , internet privacy , history , law , political science , art history , geometry , mathematics , mechanical engineering , engineering
The school library is an open place for students to learn, imagine, and be free to research information of their choosing. Renaissance’s Accelerated Reader is a reading level-based program that assigns point values to books when students pass the quiz assigned to each book. Accelerated Reader unfortunately promotes censorship and invasion of privacy due to how the program is structured. This paper examines the flaws with Accelerated Reader to help examine if the program is beneficial to students. The American Association of School Librarians’ position statement will be used to help emphasize the point of the paper being that Accelerated Reader is inefficient. Collaboration between school librarians and teachers would be more beneficial instead of computerized reading level programs. Accelerated Reader’s structure unfortunately causes censorship of materials and invasion of privacy for children’s reading choices.