Second, I’m afraid what I’ve seen in teaching the research papers or anything resembling scholarly research is truly lacking, because many teachers assume that students know how to cope with the process, such as examining the structure of the book for research, taking relevant notes, organizing the notes, writing to support a theme/hypothesis, and using writing skills/quotes/attributions, etc. As for paraphrasing, I suspect it’s a lost art. Copy and paste have replaced these skills.

I used to plan the writing of their (research) papers in steps, and devote a portion of each classroom meeting to discuss skills & techniques students had to master, In college, and often in high school, the teacher/professor is the only person to read students’ research papers; instead, I’d devote time for students to exchange their papers, work in teams or groups to share their mighty effort.

As for teachers’ exchange of units of books, years ago when Norbert Frye published a unique collection containing different periods in history/literature, I recommended purchasing these soft covered books. The school librarian, as well as the chairperson recommended using 1 of the books, which was very sad, for a year’s work could have been based on Frye’s resources, and they would have encouraged students to explore related works by other writers.

As for working with Social Studies teachers to strengthen students writing skills, their attitude was that they had limited time to cover their curriculum, and, of course, inevitably, the essays and term papers students wrote were discouraging. And, as you wrote, non-fiction boks collected dust, because students focused on required reading &, taking tests.

On another note: To have publishers/distributors respond to classroom needs, teachers must take the initiative. Long before post colonial literature was published in the US (and I had purchased many, of course, in London where Heinemann prospered), I’d visit, write, and “nag” those who made decisions about school purchases, In NY at the where I taught I’d attend book promotions by publishers/distributors and speak to representatives alerting them that there was a market for paperbacks by Achebe, and others, and I’d even show them copies printed overseas. I’d also bring a list I recommended for high school students. As a result, I introduced a course on such writing This was in the 80s), and again, I provided my students, and Social Studies’ colleagues with non-fiction references.

Third: Using magazines is essential, and asking students to bring in specific magazines (for non-fiction purposes) would make for interesting dialogues. Don’t some news magazines offer special rates for teachers and students/ Keeping copies visible in the classroom means that students would realize their importance, especially when printed reports of an event were compared.

Now, all that can be accomplished by using computers, for all the information and aids are there and it takes a few people to pull it together, as you suggest. Urging a publisher or several publishers to work towards “increasing business” by providing recommended groups of books for classroom use is the way to go. But, those working at schools who have the power and responsibility to purchase books/supplies must be included in this endeavor. Spread the word..