Some of my fondest childhood memories were accompanying my father to our inner-city public library, or roaming the backstreet second-hand book stores and bargain basements. The children and adolescent sections of our public library were located on the ground floor, by way of a descending, spiral wooden staircase. Checking out my first fiction books, and every trip thereafter, fired my imagination on that staircase leading to worlds beyond my own. Akin to the stairs of some pirate ship (or a 19th century ballroom), plundering the public library shelves filled countless hours of holiday and after school reading for pleasure. Does any of this capture your own experience of reading in your own time? Or are you one of an increasing number, who rarely read recreationally? (See Literacy Landscape in Aotearoa New Zealand)
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Public Library, Fort Street |
This brings me to some research findings you may have missed over the holidays (because who on earth was reading literacy research during a break!?) Don’t worry, I’ve got you covered! The first comprehensive review of “reading for pleasure” (outside of school) in Aotearoa New Zealand makes for interesting reading, not only because it updates what we all know about the benefits, but the reports emphasise one of the most important motivations for children learning to enjoy “reading for pleasure”, and that’s “rub off” from the people around them. When other readers (friends, family, teachers) share their enthusiasm for reading “it rubs off”. Which begs the question, just how well are we devising smart, engaging ways of getting (more) young people, reading for pleasure, more often, and with what sorts of “rub off”?
Why we Should be Making More of the Benefits of “Reading for Pleasure”
The research I’m referencing, comprises three reports recently commissioned by the National Library’s Pūtoi Rito Communities of Readers initiative. Ruth Botask, Celeste Harrington and John Milne looked into international and national research, showing the extensive benefits “reading for pleasure” brings:
Associated with better achievement at school. For example: “Jerrim & Moss (2019) found strong associations between frequency of fiction reading for enjoyment and reading achievement assessed through PISA scores, whereas there was little evidence to infer an effect for reading other types of texts [my emphasis]. A 'fiction effect' might well emerge because it requires young people to concentrate and read deeply, encouraging meaningful thought and reflection upon what they are reading, rather than just superficially gathering information by skimming through shorter texts" (p. 182)” (also see latest NMSSA English report in the New Zealand context).
Improved psychological well being. For example, “Children who read daily at age 11 showed better behavioural and psychological adjustment and mental health (Mak & Fancourt, 2020a)”
Healthy behaviour. For example, Howard's (2011) own study of 68 12- to 15-year-old young people reports the social benefits such as understanding of the world, social conscience and empathy, empowerment, and guidance for life. Reading most days at age 11 is associated with a decreased risk of cigarette and alcohol use (Mak & Fancourt, 2020b). Book readers live almost two years longer than non-readers (Avni, Slade & Levy, 2016).
Social inclusion (Wilhelm & Smith, 2016). Reading for pleasure is primarily a social activity even when it involves being alone with a text.
There will of course be learners who are already avid readers in their own time, who are aware of some of the benefits. But could setting aside classroom time to discuss the science, give learners a broader understanding of why the investment in recreational time reading pays dividends?
Are we Socialising learners into the Benefits (and “the Rub”)?
The review also points out that teachers have an important role in contributing towards reading for pleasure “rubbing off” and a culture of classroom reading that facilitates “children and tamariki's participation in that culture”. The authors maintain: Teachers also “need understanding of the reading experiences children have had outside of the classroom, knowledge to support new in and out-of-school experiences and for them [learners] to identify as readers.”
As we start the 2022 teaching year towards advancing a culture of “reading for pleasure” for learners, here are some of the ways we could think about promoting “the rub”:
Share life stories, videos and anecdotes of “reading for pleasure” to promote discussion of the long-term benefits. These could be from the voices of well known personalities, young people, community members, whānau, and authors.
Early in the year, invite learners to take a survey of their reading interests, attitudes and behaviours. Use it as a baseline. Get them to compare their responses later in the year. Use the baseline survey to inform your plans for fostering a culture of “reading for pleasure”.
Set aside a “Whose Reading What Recreationally Time”. Ask learners to share / promote what they have been reading, reasons why it’s a great read and ways of loaning to others.
Find out what percentage of your learners have public library cards (e.g. through the above survey) and support home-school partnerships to enable access). Get learners to set achievable, accountable “reading for pleasure” goals (with some kind of rewards - Thanks Georgie for the heads up on The HELL Reading Challenge).
I know in my own classroom(s), protecting time to engage learners in the scientific evidence around the benefits of “reading for pleasure”, and promoting recreational reading (inside and outside the classroom), was not optimal. However, this review and the focus on well-being in a COVID landscape have revived my commitment to do more to promote learners “reading for pleasure” for the rewards of improved school performance, thinking ability, well-being and sense of belonging – “all especially important during these uncertain and disrupted times” (See article Kiwi-kids who read for pleasure do well”).
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