What are your memories of play from childhood? Might they involve imagined adventures, special time with family and friends or, perhaps, a coveted toy? For my own children, LEGO was the top choice. From building towers, to constructing with sets and creating their own bespoke worlds – the power of choice in play was essential.
Reading for pleasure (RfP) also holds choice at the central position – choosing to spend time reading materials of interest. Those who activate this choice regularly can develop the beneficial habit of reading (Cremin et al., 2014). Intrinsic motivation and agency are key in this unique construction. In fact, RfP is more closely associated with intrinsic motivation – ‘it is reading that children do for themselves, at their own pace, with whom they choose and in their own way’ – this is a key component in the architecture of becoming a reader (Cremin, 2023: 33).
But how can schools foster the internal motivation and volition that is essential to build the life-long habit of reading? For success, RfP must be seen as a holistic approach, rather than a laundry list of disconnected activities. RfP ‘architecture’ is uniquely assembled from a bank of essential elements, craftily constructed into an authentic, sustainable RfP culture that is bespoke to the needs and interests of each particular community of readers.
Every RfP community and culture is distinctive, constructed by assembling shared elements of knowledge in different ways based on local need. As a box of LEGO bricks contains a jumble of building tools of different shapes, sizes and colours which can be built into endless possible combinations, so can the essential elements of RfP be constructed in unique ways to build bespoke reading cultures. With this in mind, let’s consider the core elements of RfP architecture.
Securing the foundation – School community
To begin our construction of an RfP culture, as with any building task, we must secure the foundation. Foundational elements of the reading culture are revealed through the school community: reading ethos, strategic leadership of RfP and the role of reading ‘influencers’.
Reading Ethos
What messages, both implicit and explicit are offered as part of the reading ethos in school? Consider this question with fresh eyes by conducting a staff review of aims and/or the reading policy shared on the school’s website. Explore the information that is outfacing and what messages are offered to the wider community.
Governors, trustees, families and other members of the community can offer essential insight to perceived and experienced ethos. Do messages shared balance with what is seen by others? OU parent reading surveys (available in multiple languages) can be used to gather opinions and facilitate discussion.
Strategic Leadership
‘To nurture the reading habit, schools need a strategic approach rather than simply an eclectic mix of RfP activities.’ (DfE, 2023: 91) Consider how RfP is positioned within the school’s development planning process. How are the elements of RfP culture considered and how do these piece together, over time? To be influential, RfP should be prioritised with clear aims, intended outcomes and a careful plan for monitoring the impact of action. Is RfP strategic or just left to chance?
Since 2017, the OU RfP team have offered year-long, strategic support of RfP through a journey of implementation as part of the OU Reading Schools Programme (primary and secondary programmes). For those further along in their RfP journey, the UKLA/OU RfP Quality Mark may be of interest to explore as this provides an opportunity to demonstrate the impact of RfP action, over time.
Reading Influencers
Senior leaders, teachers, support staff, librarians and other adults in school can work collaboratively to co-construct the RfP culture as reading role models. Reading Teachers – teachers who read and readers who teach – are an integral element of the social reading community, offering reading recommendations and sharing their own lives, as readers. Consider how (and how often) adults in school actively connect with readers across the community.
The DfE Reading Framework (2023: 95) reminds us of the power of peer influence on reading choice and motivation. In adolescence, in particular, ‘social capital’ is a strong motivational factor (Wilkinson et al., 2020:160) that influences young people’s reading choice. Why not offer space for pupils to read and recommend together during library time or other informal book talk opportunities throughout the day, regardless of age or reading skill.
Assembling the elements – Professional knowledge
As the foundational elements of community settle, assemble the elements of professional knowledge: awareness of RfP research; knowledge of texts and readers and the application of responsive RfP pedagogy and practice.
Awareness of RfP research
An understanding of RfP research and practice can help to create evidence-informed school communities. Ensuring staff understand the ‘why’ - the power and benefits of RfP as a tool for social justice - is a secure jumping off point.
As a result of these research-informed benefits, RfP is clearly positioned in England’s educational policy: mandated in the National Curriculum (DfE, 2014); supported by the work of the DfE English hubs (DfE, 2018); judged by the school’s inspectorate in England (Ofsted); and reflected explicitly in the statutory standards for new teachers and leadership (DfE, 2021).
Findings of the seminal Teachers as Readers research (Cremin et al., 2014) can be explored practically on the OU RfP website in the Research and Practice section. Additional OU RfP research, Research spotlight readings and Blogs offer valuable perspectives from teachers, educators and researchers around the globe – useful tools to prompt discussion within professional development meetings or for self-study.
Knowledge of texts
Strong knowledge of contemporary and diverse texts alongside specific knowledge of young people’s reading practices can help to ensure that book stock and recommendations are up-to-date, diverse and based on pupils’ interests and needs.
OU staff practice and pupil surveys (KS1, KS2 and secondary) are effective tools for uncovering strengths and next steps to inform strategic RfP planning. Top Texts and Author in the Spotlight resources are carefully curated each month – an effective resource to share with staff to ensure book knowledge is continually refreshed. Challenge your team to investigate and feature an ‘author of the month’ across the year to build staff expertise and curate books for eager readers.
Responsive RfP pedagogy
Secure knowledge of research, texts and readers leads to responsive choices amongst the four, interconnected areas of RfP pedagogy – social reading environments, reading aloud, informal book talk and recommendations and independent reading. In order to be RfP-orientated, these pedagogical practices should be LIST – Learner-led, Informal, Social and with Texts that tempt (Cremin, 2019).
Consider how physical reading environments (library, book corners, displays) invite readers to explore and encourage social interaction. Who chooses the materials that are offered in these spaces and how are they shared and promoted? Post-it recommendations and other book promo activities (by staff and pupils) are a great way to encourage informal book talk and to open up conversations about reading. Consider the spaces and places where RfP is enacted in school, build on strengths and address areas for development.
Constructing a unique architecture – Understanding readers
The final piece of the puzzle for constructing the RfP architecture is an understanding and respect for readers within the community: unlocking reader identity; discovering readerly interests and behaviours and valuing the power of choice and motivation.
Reader identity
‘Becoming a reader involves not only skill development but the adoption of a sense of self as a reader’ (Cremin et al., 2023: 178). Consider who (and what) influences readers within your school community. Do pupils have friends or family members who are avid readers? Have regular visits to the local library shaped reading choices? Delve into reading preferences by engaging in regular, informal book talk. Consider what pupils choose to read in school time. Is this the same, or different, to their reading choices outside of school?
A useful way to visually represent pupil and staff reader identities is through a ‘reading river’ – a visual display of reading preferences over time. Encourage everyone in the school community to share their reader identities - what, why, when and where reading is enjoyed. Reading rivers can be a fantastic springboard for further conversation, another way to enquire into reading possibilities.
Readerly interests and behaviours
The professional noticing cycle – Notice, Document, Reflect, Act – is a useful tool for exploring pupils’ reading interests and behaviours in more depth (Cremin et a., 2023: 8). This observational tool can observe reading behaviours in real-time, helping adults to find out about pupils’ unique reader identities, first-hand.
Investigate the frequency that pupils read throughout the week and the places and spaces in school where reading occurs most often. How do pupils interact within these spaces? Consider reading choices – fiction, comics, graphic novels, non-fiction, etc. – and how book stock (and book access) caters to these preferences. Do pupils enjoy reading as a social activity, a solitary venture or both? Behavioural insight can help fashion informed choices relating to RfP pedagogy.
Choice and motivation
Choice and motivation should be reader-led within the RfP culture. But how can we develop this motivation that is so essential to becoming a reader? Cremin (2023: 34) reminds us that ‘we can and should invite, inspire, model and engage the young in reading for their own purposes, supporting their development as volitional readers who can and do exercise their agency, discrimination and choice.’ It is this invitation that is key to the construction of sustainable RfP cultures.
Consider the diversity and relevance of book stock in school and how this has been curated based on pupils’ interests. How do the reading materials on offer invite readers in? Getting to know readers in the community and understanding their unique preferences is key. Schools may consider how the library and other book spaces invite readers to explore different selections using out-facing materials. Mobile book trolleys may be used in environments with more limited spaces to bring book stock to the readers themselves. It’s not just access to books that matters, it’s understanding how books can invite and inspire readers to continue their journey.
RfP – Not a one-size-fits-all model
In summary, there is not a step-by-step guidebook or one-size-fits-all model that can be applied to build an effective RfP culture. Each school constructs this in unique ways; whilst the building blocks or ‘elements’ are similar, each connect and assemble these components in divergent ways.
The UK’s current Children’s Laureate, Frank Cottrell-Boyce, reminds us - ‘You can’t teach pleasure: you have to share it.’ To build life-long readers, RfP cannot simply be taken as an ‘off the shelf’ package, with uniform instructions that ensure all children become volitional readers. It is the role of educators in schools to be strategic within their community, to ensure strong professional knowledge and an understanding of readers in order to construct the RfP architecture suitable to the reading community. Within these unique spaces, choice and habit thrive, establishing long-lasting RfP architecture that will stand the test of time.
Kelly Ashley is a Lecturer in Reading for Pleasure for the Open University and the author of Word Power: Amplifying vocabulary instruction. Her professional interests are reader identity, reader motivation and language development. To find out more about the work of the OU RfP Team, visit https://ourfp.org/
References
Cremin, T., Mottram, M, Collins, F, Powell, S & Safford, K. (2014) Building Communities of Engaged Readers: Reading for Pleasure. Abingdon: Routledge.
Cremin, T., Hendry, H, Rodriguez, L. & Kucirkova (2023). Reading Teachers: Nurturing reading for pleasure. Oxon: Routledge.
Cremin, T. (2023) Reading and Motivation: Focusing on Disengaged Readers. NATE Teaching English, Issue 32: pp. 32-36)
Cremin, T. (2019) Reading communities: why, what and how? NATE Primary Matters, Summer 2019, pp. 4-8.
DfE (2014) The national curriculum in England. Accessed from https://assets.publishing.service.gov.uk/media/5a7db9e9e5274a5eaea65f58/Master_final_national_curriculum_28_Nov.pdf
DfE (2019) English Hubs. Accessed from https://www.gov.uk/government/publications/english-hubs-list-of-primary-schools
DfE (2021) Teachers’ standards. Accessed from https://www.gov.uk/government/publications/teachers-standards
DfE (2023) The Reading Framework. Accessed from https://assets.publishing.service.gov.uk/media/664f600c05e5fe28788fc437/The_reading_framework_.pdf
Wilkinson, K, Andries, V, Howarth, D, Bonsall, J, Sabeti, S & McGeown, S. (2020) Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent and Adult Literacy, Volume 64, Issue 2, pp. 157-166.