226 Flavors of Innovation (a.k.a. Follett Challenge Retrospective)

by Susan Adelmann

Innovation to a kid growing up in Woodstock, IL in the early 70’s meant a trip to the new Baskin Robbins and the difficulty of selecting just one of those 31 flavors displayed side by side in the long ice cream cooler. For me, the young radical at age 10, it was always the bubble gum ice cream. There may be better techniques to eating ice cream with gum in it at the same time, but for me it always ended with the double treat and soggy prize of extracted gum pieces waiting to be enjoyed after that last bite of cone.  And this was the essence of disruptive innovation ala 10 year old kid in 1974.

Why the trip down memory lane?  And what does this have to do with the Follett Challenge?

Both are great examples of disruptive innovation and both are truly delightful.  Choosing from those 31 buckets of ice cream was delightful and the bubble gum treat that kept on giving was, too.

There aren’t so many things in my adult life that can trigger the same kind of delight, but I really do feel the same way working my way through the incredible assortment of Follett Challenge videos that have been shared by our customers since we launched the Challenge.

Between this year and last year alone, there are 226 flavors of innovation and inspiration, all archived for your viewing delight at FollettChallenge.com. Use this link to explore and see if you don’t agree with me that they line up just like buckets of ice cream at the ice cream counter.

You might sample the innovation of Delaware Valley Elementary School in Milford, PA, where fifth grade students have been broadcasting a live television show every morning for the past 22 years. DVE-TV airs on public television in New York, New Jersey, Pennsylvania and on the internet. Over the years, more than 1,400 fifth graders have spent at least one school year as reporters for the program. They choose news, features, sports and weather. They use computers to research and write scripts in their own words, and then broadcast their stories live every day at 9:00 am. These fifth graders and the students they reach are preparing for the 21st century by blending their voice with the world around them and learning in a personal way about the events, leaders and issues that they will face as adults.   

Or, you can find North Park Junior High School in Lockport, NY, where they changed their school’s culture and climate by rallying around Miranda Lambert’s “All Kinds of Kinds” song with an “All Kinds of Kinds” program that engaged students to identify themselves using 800 different signs and celebrate their uniqueness and individuality working together to create a video. Their video brought together their school and community and went viral attracting news stations—eventually reaching Miranda Lambert herself. It’s impossible to watch the video and not be inspired at how the effort and creativity that starts with just a small group of people can catch on and spark meaningful change.    

Then there is P.S. 54 in Bronx, NY, where the school library media center has become the center of collaboration between classroom teachers, a science teacher and gym teacher to promote an interdisciplinary approach to information fluency, literacy, citizenship, and technology through a Community Garden Project. That’s right; the library media center implemented a vegetable garden using pallets which are otherwise regularly discarded as junk. While building gardens and caring for the plants, students create, solve problems, and learn about a variety of interdisciplinary subjects.

Or check out the Ardmore Hackers of Lakeview Middle School in St. Clair Shores, MI, where fifth graders are hacking their education in a maker pilot program that has sparked interest and had a tremendous impact on participating students.  Not only has the program been a success, but new teaching strategies piloted in the program are carrying over into more traditional classroom curriculum.   Test scores have soared in content areas covered by the program and it has sparked great interest, enthusiasm, and support from students and parents alike.   

The best part here is you don’t have to just select one – by my count there are 226 flavors of innovation at the Follett Challenge ice cream counter.  If you’re ever in need of inspiration this is the place to be. Click anywhere and prepare to be inspired as you think about submitting your own Follett Challenge entry… or any old day you need a reminder of how just a few motivated people really can change the world.

Ice cream analogies aside and reflecting in all seriousness on the small slice of K-12 education that we see through the lens of the Follett Challenge, we don’t ever forget the challenges educators face every day are daunting.  From teaching to new standards amidst controversy, to stretched budgets; from kids who face food insecurity or wonder where they will sleep, to principals charged with keeping kids safe in school—we know you face complex and difficult issues each and every day. And yet somehow, with passion and conviction, we see you rise beyond these challenges and push forward amazing, thoughtful, inspiring, and innovative programs like those exemplified here. Against that backdrop, it makes these videos and the work behind them that much more of a special treasure—one to be shared and celebrated.

Thank you Follett Challengers – your innovation inspires me and delights me!



Susan Adelmann

Susan Adelmann is a judge for the Follett Challenge and vice president, market intelligence for Follett School Solutions, a division of Follett Corporation. In her 7 years at Follett, Susan’s work has centered on digital and personalized learning platforms, data measurement and interoperability and other emerging technologies that support 21st century learning in K-12 schools. Prior to joining Follett, Susan held a variety of engineering and marketing leadership roles in the software industry. Notable achievements include leading the development and launch of what is today the Epicor Vision distribution system, along with guiding the direct marketing product launch efforts for numerous high profile software companies and technology media publishers. Susan punctuated her 30 year technology career with a passion for teaching and learning as a community college Computer Science instructor. As a digital learning evangelist, Susan is an industry speaker on education technology trends and opportunities and she currently serves on several working groups and the board of directors for the Software & Information Industry Association (SIIA), Education Division.

It’s the Journey: Even if I don’t win this Challenge, I am the richer for entering

by Oletta Branstiter, Sue Crouch Intermediate School, Fort Worth, TX


“Preach the good news. Use words if necessary.” – St. Francis of Assisi.

School libraries are neglected places nowadays. Most in my school district are staffed by overworked, underpaid Media Specialists, expected to be the full-time Computer Lab Aide as well as emergency substitute and cafeteria monitor for paraprofessional pay. So, when I snagged my position at Sue Crouch Intermediate in Fort Worth, TX, I felt blessed!

When Ms. Bland interviewed me for the job, she told me teachers were begging for a full-time attendant in the Library. I showed her my 1901 stereoscope and 1906 San Francisco earthquake stereographs to demonstrate my educational philosophy: giving students at least two perspectives lets them step inside the lesson.(A stereoscope is a device for viewing a stereoscopic pair of separate images, depicting left-eye and right-eye views of the same scene, as a single three-dimensional image.)

Branstiter's 1901 stereoscope

Branstiter’s 1901 stereoscope

Having the time to do a job well speaks volumes. My co-workers voted me Campus Teaching Assistant of the Year in 2010 and 2012. I also won the Crowley School District October Heartbeat Award in 2012.These acknowledgements gave me the platform to preach the word! “School Libraries are relevant!!” When Dan Powell, the school superintendent, and Board of Trustees attended the award ceremonies, I made sure they heard the good news: when a creative person is given the opportunity to do their job well, students make priceless and meaningful connections to curriculum, and discover that learning is fun.

This is why I am entering the Follett Challenge. I want to spread the message as far and wide as I can! As an English major and amateur writer, the essays were fairly easy to accomplish. At first, it seemed the topics were redundant, but then I realized that a dynamic learning program needs various, overlapping criteria to describe it fully. And, by being forced to dig a little deeper into what I do, I got the thrill of realizing that I don’t facilitate my program just because it keeps me motivated and curious, but because it really does help students make discernable cognitive connections!

I must admit, the video requirement made me pause. I am not technologically savvy at all. I don’t have a videographer’s eye. I’m self contained and self sufficient here in my Library World, used to relying only on myself. When I mentioned my trepidation about the video requirement to a co-worker whom I had invited to be interviewed on camera, she got all excited, offering to compile and mix a video for me – I just needed to send her the photos, music and video clips. If I didn’t have a good argument for fulfilling the “collaboration” part of the Follett Challenge before, I DO NOW!!

Interviewing parents, students and other staff members is an invaluable gift! Even if I don’t win this Challenge, I am the richer for entering. I chose specific rubric questions for each person I intended to interview, and was slightly astonished when they would use the question as a mere starting point for what they gained from my educational program. I was seeing it from their perspective. Now, they were providing the stereoscope and letting me step into the picture! I was learning in 3D.


Oletta Branstiter

Oletta Branstiter

Follett Challenge: Winning Stories

So often, the stories you hear about education are riddled with news about funding crises, achievement gaps, and failing schools.

But those are the stories that make the news. And those are the stories Follett Challenge is trying to change.

by Britten Follett

by Britten Follett

Follett Challenge is proof, while true innovation is constantly evolving, educators today don’t need to start their stories from scratch. The groundwork has been laid by our winning schools: The programs have been created. They’ve been measured. They’ve been tested. They’ve won.

In the inaugural Follett Challenge, through its winning arts integration program, Ocoee Elementary School in Florida taught us how its librarian, Isabel Chipungu, led the charge to connect the media center with classes like art and music by weaving curated content into the arts curriculum.

2013 grand prize winner, Maplewood Richmond Heights, told a story about transformation. It evolved from imminent state takeover to a destination district for students in St. Louis, Missouri through its service learning program. In this small but mighty district, elementary students learn about biology through the chicken farm outside their classrooms. High school students learn statistics by counting the number of times a bee pollinates the flowers in the garden. The food pantry on campus, run completely by students, connects the district with the community by ensuring no students’ family goes hungry.

The Grand Prize-winning school for 2012 -2013, Maplewood Richmond Heights, St. Louis, MO

The Grand Prize-winning school for 2012 -2013, Maplewood Richmond Heights, St. Louis, MO

In September, the Follett team spent the day shooting a video case study at Belleville West High School, the 2014 grand prize winner. What’s remarkable about this school is its winning program begins with the power of story. While simple by design, it took guts and leaders who were willing to take a risk.
If you walk through the halls of Belleville West, you’ll find students sitting on the ground by their lockers reading the novel of their choice. You’ll find football players comparing notes on the latest Geoff Herbach book. You’ll find teachers, scrambling to finish their lessons so they can make sure their students get 30 minutes of pleasure reading time.

Four years ago, the English department launched the 1,000,000 reading challenge. Led by the department chair, librarian and assistant principal, teachers had administrative approval to spend valuable classroom time allowing students to read for fun. As a result of this program, the class of 2015 will have read more than 4,000,000 pages by the time it graduates and improved its test scores by 40%.

The celebration at Belleville West, the Grand Prize winner for 2013-2014.

The celebration at Belleville West, the Grand Prize winner for 2013-2014.

The power of a story. It doesn’t take expensive technology. It doesn’t take an unlimited education budget. In its simplest form, it takes innovation. Just as the stories in those books empower Belleville students to believe they can achieve, Belleville’s story can empower any school willing to take a chance.

We know there are so many more stories just waiting to be uncovered in our future winning districts. So don’t be afraid to share yours. Visit FollettChallenge.com and begin your entry today for a chance to win your share of $200,000 and an opportunity to tell your winning story.

6-Oct-14 2014-2015 Follett Challenge Applications Open
9-Jan-15 Follett Challenge Entries Close
19-Jan-15 Video Voting Opens
30-Jan-15 Video Voting Closes
13-Feb-15 Semi-Finalist Announced
30-April-15 Grand Prize Winner Announced on or before
Back to School-16 Winning Celebration

What are you waiting for?

What are you waiting for?


by Teresa Fulk, Wayland Union Schools

Those three words wrap up what the Follett Challenge process has done for the Media Program at Wayland Union Schools!

The fun started in January when we started thinking about what our district would submit to the Follett Challenge. In fall of 2013 we implemented a new Media Program and have been really proud of how it has been received by students. Instead of visiting the library to check out books and listen to a story, students in grades K-5 now visit the school library twice a week, once to check out books and attend a class on Information Literacy. Topics for the class range from learning about different types of books, learning research skills, and practicing Internet safety.

Our Media and Technology Specialist for grades 5-8, Kelly Boston, headed up the project. Kelly worked collaboratively with students, teachers, and administrators to create the submission video which highlighted the new program and illustrated its impact on our school and district. Creating the video was very rewarding, as it provided us with an advertising tool to share with parents, faculty, school board members, and the community as we promoted the new program. It also allowed us to share the impact that it is having on students and the ways it is shaping their future.

Follett Challenge winnings arrive!

Follett Challenge winnings arrive!

When voting began in March, the excitement really ramped up. Students, staff, the community, our area businesses and public library, as well as family and friends of students and staff really worked together to spread the word about the Follett Challenge, helping us earn votes and spreading awareness of our program far and wide. That in and of itself has been so positive as it reinforces the need for students to learn these skills to prepare them for college and careers. In a time when school districts are cutting library and media programs and resources, it has definitely been a blessing to be able to add to and support our program.

We were ecstatic to finish in the Top Ten and be awarded $5,000 for our program . . . but were elated to be named as a semi-finalist and awarded $30,000 on top of that! Winning the $35,000 is allowing us to add so many resources to our district libraries; without the Follett Challenge, it would have taken several years to add the same resources. We are investing a substantial portion of the award funds into eBooks and are promoting summer reading for our students—an online program parents love even though our school doors are closed for the summer. We are also investing in print resources and updating our collection.

Additionally, we utilized Follett’s services and were able to conduct collection analyses at each of our sites and determine where we needed to enhance our collection. The Follett Challenge will significantly decrease the average age of materials at each of our sites.

The Follett Challenge has done so much for Wayland Union Schools, in fulfilling our need for materials and helping us increase awareness of an awesome program.

Our first shipment of books from Follett arrived last week, click the link below to watch the three-day unpacking process!


Thank you, Follett!


Teresa Fulk, Wayland Union Schools

Teresa Fulk, Wayland Union Schools

Dynamic Math Connections: A program that enhances mathematics skills and builds deep understanding

by Matthew Cecconi, Dynamic Math Teacher, Grades 7/8 — Thomas Jefferson Middle School
Fair Lawn Public Schools, NJ


It was such an honor to be a finalist in the Follett Challenge for our Dynamic Math Connections program!

Fair Lawn Public Schools’ Dynamic Math Connections is an engaging program that immerses students in cross-curricular applications of mathematics and shows them how it is used in the real world. The half-year course focuses on project-based learning through the use of various technology, hands-on projects and manipulatives.

Fair Lawn students work with Zomes, as well as modeling their tower on a 3D “CAD” (Computer Aided Design) program.

Fair Lawn students work with Zomes as well as modeling their tower on a 3D “CAD” (Computer Aided Design) program.

Students get to choose what they want to investigate and then analyze data from a topic that truly interests them—such as animation, video gaming and more.

We, as a department, have put in so much work to ensure that the Dynamic Math Connections program is not only enjoyable for our students, but also successful in enriching their mathematical reasoning and understanding.

Students use textbooks and notebooks to demonstrate how much weight their tower can withstand.

Students use textbooks and notebooks to demonstrate how much weight their tower can withstand.

We have had teachers and administrators from other districts visit our classrooms to view the Dynamic Math program in the hopes of adopting a similar program in their own schools. Dynamic Math has been very successful and we believe schools everywhere could benefit from seeing what it has to offer students. We hope being recognized on a national level will accomplish the same outcome, but on a much larger scale.

Thank you to everyone at Follett for helping us showcase our Dynamic Math Connections program. We are so excited to be able to enhance our students’ learning with the winnings from the Follett Challenge. We have already begun looking into software, hardware, and more hands-on manipulatives to help us advance our curriculum.


What the Kids at A.P. Terhune Elementary Had to Say About Winning the Follett Challenge

by Beth DeMayo, Fourth Grade Teacher

A.P. Terhune Elementary School, Wayne, NJ, a semifinalist and the People’s Choice winner in the 2014 Follett Challenge

“It means so much to me that my school can have e-books to read over the summer, to read in school, and even in media class. Our school is filled with excellence and winning the Follett Challenge really shows our school has pride, confidence, and luck!”–Kayla S

On April 16th, we all bustled into the Media Center, overflowing with excitement, to watch the live announcement for the winners of the Follett Challenge. You could feel the excitement in the air. “It felt like New Year’s Eve as we watched the seconds count down,” said Beth DeMayo.

terhune beth maggie Terhune drums photographing cover Terhune Elementary 1 Everyone cheered as soon as they saw we had won…but then we were shocked! We realized not only had we won the People’s Choice, but we were also Semifinalist in the Elementary division! This meant we had won a total of $35,000 in Follett products and services! We were astonished.

To realize all of our hard-work and effort brought our school such success was very touching. “We could never have done this without the help and support of the entire Wayne community,” added Margarita Carruthers, Library Media Specialist.

With our very generous prize, we are looking forward to adding titles to our general collection, purchasing new series, and enhancing our Playaway selection. Additionally, we hope to build up the individual classroom libraries, create Read-At-Home backpacks, and purchase books for next year’s author visit. We cannot thank Follett enough for its generosity and support!

Quotes from some of the other students:

“Winning proves anything is possible when you put your mind to it.”–Jayden R.

“Winning the Follett Challenge means so much to me. It means that we can get more e-books and books from Follett. I am grateful that we won for our school. I cannot thank Ms. DeMayo and Mrs. Carruthers enough for our wonderful victory at the Follett Challenge.”–Kaylyn L.

 “Winning is the best thing in forever! Thank you!”–Anardi C.

 “It means a lot! We worked so hard. Thanks!” –Gianna C.

“Winning this contest is a dream come true because when you put your mind to winning anything can happen!” –Rocco P.

 “Winning is great if you do it with your friends!”–Chelsea L.

“Winning the Follett Challenge means so much because we worked so hard!”–Joseph R.

 “Winning was so cool!”–Josh B.

“Winning means a lot to us! Thank you!”–Lindsay C.

“Winning means we tried our best and everyone at A.P.T. is so happy!”–Bryn O.

 “It means so much to our school! Thank you so much.” –Natalie S.

 “Winning the Follett Challenge is a dream come true!”–Zaymien O.

 “It means a lot to win the Follett Challenge because we can choose books for our school!”–Trevor M.

 “Winning means everything to my school because we get new books!” –Joseph Y.

 “It means a lot to us to be chosen as the top Elementary School because it means we’re the best!” –Talia B.

 “Winning earned us books and stuff to learn with!”–Naomi F.

The Million Page Challenge: How One High School Got Kids Reading for Fun

This article appeared  on June 12, 2014 on The Cornerstone for Teachers, by Angela Watson.

Remember the Follett Challenge I featured here back in January? John Lodle is chair of the English department at the winning school, Belleville West High School in Illinois, where he has taught for the past 20 years. In today’s post, he’s kindly taken time to share the initiative that earned them the grand prize. The faculty at Belleville worked together to create a program that truly created a “community of readers.” Their accomplishments are not only impressive, but replicable at other schools, too. Here’s what inspired them to create The Million Page Challenge and how they pulled it off.

John Lodle

John Lodle











Recently, a widely-published report by Common Sense Media Group chronicled the decline of pleasure reading among our nation’s teens. According to the group’s research, 45% of 17-year-olds say that they “never” or “hardly ever” read by choice.

During the same week the report was published, the staff and students at Belleville West High School—located in southwestern Illinois, just across the Mississippi River from St. Louis—learned we were the grand-prize winner of the third annual Follett Challenge.

What’s the connection between these two pieces of information? The project we entered in this year’s Follett Challenge—our Community of Readers program—addresses the importance of pleasure reading for high school students.

Belleville West High School started the Community of Readers program four years ago.  At that time, members of the English department were disturbed by two trends. First, despite several years of programs aimed at improving student achievement on standardized tests, we watched the gradual erosion of our students’ scores on the ACT and the PSAE (the annual assessment tool in the state of Illinois). Second, we noticed many of our students were unlikely to consider reading as a leisure activity; they lacked the passion for reading that was so much a part of our lives as English teachers.

Intuitively, we knew that students who enjoyed reading chose to read more often. We knew that students who read more became better readers. We knew that students who were better readers scored better on standardized assessments. But how could we prove what we knew to be true in our hearts? And how could we create a program that would help our students become more passionate and successful readers?

In our quest to develop such a program, three books were essential, and I enthusiastically recommend them to any teacher or school interested in creating life-long readers:

  1. Readicide, by high school teacher Kelly Gallagher, examines the importance of balancing assigned reading with pleasure reading.
  2. The Book Whisperer, by middle school teacher Donalyn Miller, describes a classroom in which students are responsible for selecting almost everything they read.
  3. The Power of Reading, by noted researcher Stephen D. Krashen, combines hard evidence on the importance of pleasure reading with suggestions for effective reading classrooms.

Inspired by the information from these authors, determined we needed to try something new, and supported by administrators who value reading, we launched our Community of Readers program in the fall of 2010.

The centerpiece of our program in that first year was the Million Page Challenge. The English department challenged that year’s freshman class (a class of approximately 600 students) to read one million pages of pleasure reading during the course of the school year. That first group of students far surpassed our expectations, reading more than 1.4 million pages in eight months. So we continued the Million Page Challenge each year, creating some competition between classes as a new group of students joined our community each fall.

The Challenge’s inaugural group of students just graduated a few weeks ago, and they finished high school with almost five million pages of pleasure reading among them.

Belleville West 2

When we started the Million Page Challenge, we understood we couldn’t expect our students to become avid pleasure readers without offering them the necessary support. Building on the suggestions of Krashen, Gallagher, and Miller, our department incorporated three key elements in our program: time, choice, access.

If we want our students to see value in pleasure reading, the way we structure our classes must suggest its importance. Providing students with time in class to read sends a strong message about the significance of pleasure reading. Despite some initial concerns about carving out class time to read, members of the department can attest they haven’t had to make any significant reduction in the content or skills covered in their classes. By finding just a little time for independent reading at the start or conclusion of class each day, we can give students almost an hour each week to spend with books they want to read for pleasure.

Our formal curriculum still requires students to read and study from the canon: To Kill a Mockingbird, Romeo and Juliet, Night, Julius Caesar, The Great Gatsby, and The Catcher in the Rye are still staples in our newly-designed CCSS curriculum. But the pleasure reading program allows students some choice in their reading materials. When we allow students to choose their own books—Divergent, The Fault in Our Stars, The Hunger Games, Miss Peregrine’s Home for Peculiar Children, Eleanor & Park, Every Day, The Perks of Being a Wallflower, Crank, Ender’s Game, Deadline—they become eager, engaged, passionate readers.

Time and choice are meaningless, though, without student access to high-interest books.  In an age of budget reductions for school libraries, Belleville West is fortunate to have two librarians who are attuned to the latest and greatest in young adult literature. Teachers make time for regular trips to the library with their classes, and every teacher in the department maintains a classroom library so that good books are never more than a few feet away.

I should also stress the importance of teachers as reading role models. As teachers, we can provide time, choice, and access to our students, but our own behavior speaks volumes about the importance of reading.  (Yes, pun intended.) At Belleville West, teachers display signs outside their classroom doors to share their current reading. We participate in book club meetings with our students. We talk in class—formally and informally—about what we’re reading, and we ask our students about the books they’re reading. When we give our students time to read for pleasure in class, we read for pleasure along with them. (I know that can be tough when stacks of essays are piled on the desk, but the example we set is important!)

As we end our fourth year of the program, Belleville West High School has truly become a Community of Readers. Walk through our halls before school, and you’ll observe students sitting against their lockers immersed in good books. Stroll past the library in the morning, and you’ll see a line of students waiting for the doors to open. Wander into the cafeteria during lunch, and you’ll hear students talking about the books they’re reading for pleasure. Look into a classroom after a test or quiz, and you’ll notice students voluntarily pulling books from their backpacks to read. Reading has become an integral part of the culture of our school.

Belleville West 4 student asks author questionEach year, the members of the English department—with the support of the library, the administration, and the school’s Strategic Reading Committee—have worked to improve and expand the program. Teachers in the social studies department devoted a summer workshop to Kelly Gallagher’s Readicide and now incorporate some of his ideas in their classes. The athletic department partners with us for the “One Book, One Team” program; this summer, players and coaches from the varsity football team are reading Geoff Herbach’s novel Stupid Fast in preparation for a Skype visit with the author. High school students visit local grade schools to read to young students and to share books with them. Each spring, the English department and the library hold a reading celebration day, highlighted by a visit with a favorite author.

Have our students embraced reading for pleasure? Definitely. Based on start-of-year and end-of-year surveys from our freshmen, we know our students read more for pleasure and enjoy reading more than they did before starting high school. Has all of this reading had any effect on test scores? We’d like to think so. The first group of students participating in our Community of Readers program showed double-digit gains on standardized state tests when compared to students in the previous three years.

When we learned our program was the grand-prize winner of this year’s Follett Challenge, we felt great pride and validation for our work. Even before the announcement of the winning entries, we were happy this contest had provided us with a forum to share our program with other schools throughout the country. (Since winning the contest, we’ve been thrilled to field calls and emails from other schools interested in developing their own life-long readers.)

This contest has provided us with a platform to share the importance of pleasure reading and to share the ways in which we have created a culture of reading at Belleville West High School. With the generous prize money provided by Follett, we look forward to expanding the collection of high-interest books in our school library, to sharing the program with our sister high school in our school district, and to building a collection of e-books in our library. We’re especially excited about the ability to increase the number of electronic books in our collection, as this represents a new way to keep our students connected to books during the summer months, a time when they don’t always have access to physical libraries.

As teachers, librarians, and administrators, we should all be passionate about our own reading. If we can ignite that same passion in our students, we shouldn’t have to see any more reports on the demise of reading