This paper examines a public library that channeled and enhanced children’s expertise through a program called Wrestling Club. It shows that by validating children’s interest in a nonacademic topic, librarians can motivate them to willingly take part in authentic reading and writing practices. The paper also suggests how a high-interest subject such as professional wrestling can become a vehicle for academic development.

Author Biography

Victor Sensenig is a research analyst at the Cobleskill and Delhi campuses of the State University of New York. He received a PhD in education theory and policy from Penn State University. He conducted fieldwork in public libraries in a study of out-of-school reading education and received the Jesse H. Shera Award from the American Library Association for his dissertation research. He has also worked as a lecturer and reporter for a nongovernmental organization in Indonesia.



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