This post is actually a lengthy reply I left for a reader, who asked me the question via comments in a post I published a year and a half ago. So great to see how what we share online impacts other schools!
Hi Francisco. I appreciate your honest question. I’m not experienced with high school, but I have some thoughts. My initial suggestion is to get your students on Goodreads (https://www.goodreads.com/about/how_it_works). If you are not familiar with Goodreads, it is a social media tool for readers. They can use their Facebook accounts to create an account within Goodreads. Readers can rate and review books, read what others are reading, and have suggestions sent to them based on their past interests (https://www.goodreads.com/recommendations). Students can also make “to-read” lists, selecting what books they want to read next, which all readers should have anyway.
Maybe have them take the Goodreads Book Challenge (https://www.goodreads.com/challenges/), where they select a number of books they plan to read for the calendar year. They can then see their progress as time goes on. They can also recommend books to peers through Goodreads as long as they are “friends”. In addition, the students can download the book titles they’ve read so far into a spreadsheet to share with you periodically. They could also use this list as a way to reflect about their reading, such as what genres they prefer and who has been influential in their reading lives.
I also like the “groups” function of Goodreads, which is an online community around a topic, favorite author, or a genre. Discussion boards can be created within a group. Goodreads is very mobile friendly, so they can use their smartphones and tablets for this purpose at school. One more idea: As students build a substantial list of books they’ve read, they can start creating libraries around the categories of books they have been reading.
If there are privacy/sharing concerns from families or administration, you could also have students use Google Docs to keep track of their reading and thinking, but it is not as authentic. As for strategy work with high schoolers, if they are engaged in what they are reading because they could pick the texts and talk about them with friends, older students have shown that they can teach themselves strategies because they are motivated to read. Our jobs as teachers at this age level is to educate our students about the strategies they are using, which can then lead into future instruction using more complex texts they will need to read closely today and in the future.
As I stated, I do not have a lot of background in adolescent literacy, but reading enough of the research tells me that older students’ reading instruction should be as authentic and relevant as we can make possible. Your students may continue to use Goodreads as they get older, which also helps them leave a positive digital footprint in their future. Using a social media tool would allow your students to continue their conversations with peers beyond the school day. They will be doing exactly what you ask of them with less of the griping, because they won’t see it as school work.