The Open UniversitySkip to content

Teachers as readers: Building communities of readers

Cremin, T.; Mottram, M.; Collins, F.; Powell, S. and Safford, K. (2009). Teachers as readers: Building communities of readers. UKLA, UK.

Google Scholar: Look up in Google Scholar


A research and development project framed to enable teachers to understand the significance of reading for pleasure in the progression and development of young readers. It sought to help teachers recognise their role as professionals in planning for and nurturing children's independent reading for pleasure by widening their own knowledge of children's literature, developing their confidence and skilful use of such literature in the classroom and understanding the value of becoming a Reading Teacher: a teacher who reads and a reader who teaches.

Funded by the Esmee Fairbairn Foundation and UKLA

See also:
Collins, C. and Safford, K. (2008) ‘The right book to the right child at the right time’: primary teacher knowledge of children's literature in Changing English Vol 15 No 4 pp 415-422 ISSN 1358-684X, Online ISSN: 1469-3585

Safford, K. (2008) Reading in the middle years: the rights of the reader in Books for Keeps No 170 May 2008 pp 6-8

Safford K., O’Sullivan. O. and Barrs. M.(2004) Boys on the Margin: promoting boys’ literacy learning at Key Stage 2 London: CLPE ISBN 1872267-40-8

Item Type: Other
Copyright Holders:
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetEsmee Fairbairn Foundation
Not SetNot SetUKLA
Keywords: reading teachers; reading for pleasure; reading development; children's literature;
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 13021
Depositing User: Kimberly Safford
Date Deposited: 05 Feb 2009 05:39
Last Modified: 15 Jan 2018 14:23
Share this page:

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU