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.

Readers’ Identities

Readers’ Identities

Readers’ identities matter. As we have discussed throughout the book, reading encompasses motivational and behavioural characteristics alongside cognitive ones and whether children identify themselves as readers is important. Yet as teachers negotiate high accountability policy environments, children’s identities as readers are often neither acknowledged nor nurtured (Comber, 2012). How teachers conceive of reading and construct notions of readers in their classrooms has a significant and differential effect on young people’s engagement and sense of self as readers. Parents’ perceptions and attitudes to reading also serve to frame and shape their reader identities. Nonetheless children are agentic and may take up or reject the subject positions which they are offered as readers (Hall, 2010; Hempel-Jorgensen and Cremin, forthcoming; Moje and Dillon, ...

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