Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach

Loh, Chin Ee

doi:10.1080/1358684x.2015.1022509

Cited by 25 publications

(15 citation statements)

References 15 publications

(9 reference statements)

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“…There is an important relation between a reader's presuppositions about a book and the likelihood that they will engage with it at all, never mind find pleasure in it. Furthermore, the Challenge altered children's construction of a reader identity (Loh, ) so that they were less likely to think that “reading science books is not for someone like me.”…”

Section: Pupils' Post‐project Questionnairementioning

confidence: 99%

The pleasures of reading non‐fiction

Alexander

Jarman

2018

Literacy

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This article examines data gathered in a broader study of a school‐based reading challenge to children aged from 8 to 14 to read science information books, centred in their school or class library. A survey was conducted before they embarked on the reading challenge to establish the children's reading habits. After the period of time allotted to the challenge had ended, participating teachers and children completed questionnaires and a sample from each were interviewed. Evidence relating to reading non‐fiction for pleasure was identified and extracted from the dataset and analysed. Prior to the challenge, most children's attitude to science books was that they would be boring, difficult or at variance with what they perceived as their reader identity. More positive attitudes resulted from taking part in the challenge. Contemporary science information books were found to be in themselves a source of pleasure. It is concluded that it is possible to differentiate between the pleasures of fiction and non‐fiction and that different types of pleasure which are derived from reading science non‐fiction can also be differentiated, ranging from extrinsic to intrinsic and including efferent and aesthetic. A tentative typology of intrinsic pleasures is proposed.

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Section: Pupils' Post‐project Questionnairementioning

confidence: 99%

The pleasures of reading non‐fiction

Alexander

Jarman

2018

Literacy

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“…Singapore provides an interesting case study because its students have ranked highly on international reading assessments such as the Programme for International Student Assessment 2015 (OECD, ). English is the medium of instruction, and there is a strong focus on improving students’ English proficiency (Loh, ). There is also concerted effort to support students’ learning through online resources such as the recently launched Singapore School Learning Space, which is meant to encourage student self‐motivated learning (“Singapore Student Learning Space,” ).…”

mentioning

confidence: 99%

“I'd Still Prefer to Read the Hard Copy”: Adolescents’ Print and Digital Reading Habits

Loh¹,

Sun²

2018

J Adolescent & Adult Lit

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Does print still matter in this digital age? What is the role of technology in reading? Do adolescents who enjoy reading view the reading of print and digital material differently from those who do not enjoy reading? Drawing on survey data from 6,005 students and focus group data with 96 students across six secondary schools, the authors conducted a mixed‐methods study to examine adolescents’ print and digital reading habits in Singapore. Findings show that adolescents prefer print but move toward more online reading as they get older. Adolescents’ online reading habits are reflective of their print preferences and behavior with physical books. The authors explain how both print and technology matter to motivate adolescent reading.

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“…Lower secondary students were more likely to read and borrow books whereas upper secondary students spent more time studying and reading, probably because of their preparation for the national high-stakes examination. The popularity of the library is striking in comparison to an earlier study by Loh (2015) where students in another Singapore secondary school did not like to visit their school library and seldom visited their school library.…”

Section: Creating a Reading Librarymentioning

confidence: 57%

Building a Successful Reading Culture through the School Library: A Case Study of a Singapore Secondary School

Ee¹,

Ellis²,

Paculdar³

et al. 2017

iasl

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Much research has documented the strong correlation between independent reading and academic achievement, and the school library can serve a crucial role in encouraging reading. Drawing from one case study out of a larger dataset of six schools, this paper details how one school transformed its school library and made it a central place for reading within the school. Data collected provided evidence of the kinds of strategies, programmes and design that works to encourage reading. Schoolwide reading surveys, interviews with principals, teachers and Library coordinators at each school and interviews with students gave an understanding of the culture of reading and library use within the school. Qualitative library observations, timed counts, narratives and time-lapse photographs of library space contribute to our understanding of how particular spaces within the library was used for reading or not. Factors for building a reading culture include: (1) Designing conducive spaces for reading, (2) Curating the selection for readers, (3) Creating programmes to excite readers, (4) Designing spaces for reading, and (5) Building an ecology for reading.

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Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach

Cited by 25 publications

References 15 publications

The pleasures of reading non‐fiction

The pleasures of reading non‐fiction

“I'd Still Prefer to Read the Hard Copy”: Adolescents’ Print and Digital Reading Habits

Building a Successful Reading Culture through the School Library: A Case Study of a Singapore Secondary School

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