Reading places

Cremin, Teresa (2023). Reading places. In: Cremin, Teresa; Hendry, Helen; Rodriguez Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 188–192.



Place often features in accounts of individual’s reading lives, Lucy Mangan describes the NHS clinics where her mother worked and the reception desk she settled behind at just aged three to read. Reading in school is quite different from reading at home or in the community. School expectations, routines and timetables shape the day. Timetabling access to both the school library and these mini reading spaces can help, as can the support of adults or older children who can model, chat and share their passion, as well as respect children’s right to read alone. Involving the children is also key, enabling them to own and shape the creation of reading places and ensuring these are informal and comfortable on their terms. Some schools also send home book bags with related soft toys, the book and a hot chocolate sachet, and others invite their children to create home-based reading dens and share visuals of these.

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