What does it mean to become a reader? What are the challenges and opportunities of engaging children in reading for pleasure in the 21st century? This book explores the ways in which reading for pleasure is changing in the era of globalisation, multiculturalism and datafication. Raising the next generation of engaged readers requires knowledge of the enduring characteristics of engagement and markers of quality in books and e-books. In addition, in order to develop new insights into children’s experience of reading on and off screen, nuanced understandings of psychological and socio-cultural research are offered. The cross-disciplinary examination integrates key research from educational psychology, new literacies, multimodality and socio-cultural perspectives and explores consequences for practice. An authoritative guide – it invites graduates, researchers and teachers to participate in the authors’ interdisciplinary dialogue about reading for pleasure.

Reading for Pleasure Pedagogy

Reading for Pleasure Pedagogy

In the English-speaking Western world, reading curricula and related pedagogies are subject to high levels of scrutiny and accountability. Whilst reading for pleasure (RfP), volitional child-led reading is mandated in England (Department for Education, 2014), it is challenging to foster this in the current culture in which individual assessment and public accountability holds sway. Children are obliged to undergo a phonics screening check in England at the end of Year 1 (when they are aged five or six), and a standardised assessment test at the end of Year 2 (when they are aged six or seven) and again at the end of Year 6 (when they are aged 10 or 11). The backwash of such frequent ...

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