In the face of a sustained decline in children's enjoyment in both reading and writing, this highly significant book presents findings from a three-year study of research and practice that nurtures young people's engagement as readers and writers.
In the face of a sustained decline in children's enjoyment in both reading and writing, this highly significant book presents findings from a three-year study of research and practice that nurtures young people's engagement as readers and writers.
Teresa Cremin is Professor of Education, and co-director of The Open University's Literacy and Social Justice Centre. Her research focuses on volitional reading and writing, teachers' and children's literate identities and practices and creative pedagogies. Helen Hendry is Senior Lecturer in Education (Primary) at The Open University and co-director of the Literacy and Social Justice Centre. Her research centres on early years' pedagogy, reading for pleasure and teacher professional development. Liz Chamberlain is Emerita Professor and past co-director of The Open University's Children's Research Centre. Her research explores the knowledge intersection between practice, learners and practitioners through the lens of literacy education. Samantha Jayne Hulston is a Research Associate at The Open University. Her research focuses on young children's embodied engagement with stories and the role of teachers in supporting children's playful exploration of texts.
Inhaltsangabe
Introduction: Exploring reading, writing and pleasure Part 1: Setting the context 1. The evidenced benefits and young people's attitudes 2. The wider landscape of influence 3. The research study Part 2: Examining synergies in approaches to reading and writing for pleasure 4. Young people's literate identities and motivation 5. Text access, choice and time 6. Social interactions 7. Role models and connected communities Part 3: Understanding the programmes' practices 8. The programmes' expectations 9. The programmes and their communities 10. The roles of those in the programmes 11. The programmes' resources Part 4: Considering implications for professional practice 12. The Reading and Writing for Pleasure Framework for Practice 13. Applying the Reading and Writing for Pleasure Framework for Practice Conclusion: Forging social and relational ways forward
Introduction: Exploring reading, writing and pleasure Part 1: Setting the context 1. The evidenced benefits and young people's attitudes 2. The wider landscape of influence 3. The research study Part 2: Examining synergies in approaches to reading and writing for pleasure 4. Young people's literate identities and motivation 5. Text access, choice and time 6. Social interactions 7. Role models and connected communities Part 3: Understanding the programmes' practices 8. The programmes' expectations 9. The programmes and their communities 10. The roles of those in the programmes 11. The programmes' resources Part 4: Considering implications for professional practice 12. The Reading and Writing for Pleasure Framework for Practice 13. Applying the Reading and Writing for Pleasure Framework for Practice Conclusion: Forging social and relational ways forward
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