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Cremin, Teresa and Moss, Gemma
(2018).
DOI: https://doi.org/10.1111/lit.12156
Abstract
Education systems worldwide face the challenge of balancing a desire to raise young readers’ attainment, whilst simultaneously seeking to create vibrant reading communities of readers within and beyond school. Many countries, cognisant of the bi-directional relationship between reading attainment and positive attitudes to reading (OECD, 2002, 2010), are now paying increased attention to the concepts of reader engagement and reading for pleasure in both policy and practice. This Special Issue of Literacy brings into the spotlight recent empirical work and scholarly discussions which foreground young people’s volitional reading and in so doing explores new questions, connections and possibilities for future research. The articles included examine the lived reading practices of children and young adults, as well as teachers and student teachers, in a range of contexts. In contrast to the traditionally conceived view of reading as an individual, rather than a social act or process, they all recognise the highly social nature of reading and the importance of the cultural and material context for reading in shaping how it gets done.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
