Summary
Contents
Subject index
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.
Documenting Volitional Reading
Documenting Volitional Reading
Educational research, a rich area of study, has been an active field since the nineteenth century (Denton, 2019) with scholars engaged in qualitatively and quantitatively oriented projects, some close to practice and some more invested in basic research and ‘pure’ science. A dual heritage child, educational research has two parents: psychology and sociology (Nisbet, 2008), which has always created tensions between positivist and interpretivist views. While the natural sciences adopt a positivist view and consider objective methods make measurements value-free, human sciences hold an interpretivist view that recognises ambiguity and subjectivity. These two schools of thought employ different methods: experiments, interventions and performance assessments tend to be adopted by reading researchers from the natural sciences, whereas researchers in ...
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