Making Choices: What Readers Say About Choosing Books to Read for Pleasure

Ross, Catherine Sheldrick

doi:10.29173/cais439

Cited by 10 publications

(28 citation statements)

References 0 publications

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“…In this research, adults mediate and support children's autonomy in fostering long‐term and intrinsic motivation to read, with confidence (e.g. Ross, ), affect (e.g. Nell, ) and personal resonance (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 94%

Systematic review of young children's writing on screen: what do we know and what do we need to know

et al. 2019

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Writing is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary theories of children's technology use. A systematic literature review that included studies from diverse disciplines yielded 21 papers. Constant comparative analysis generated five themes that indicate four key directions for future research. We call attention to researchers' theoretical framing to supplement mono‐disciplinary approaches and single levels of analysis. We suggest that future research should provide greater specification of the purpose of children's writing on screen and the different types of tools and applications supporting the activity. We also highlight the need for interdisciplinary approaches that would capture the composing stages involved in the writing process with and around screens. Finally, we point out possible age‐related differences in documenting and reporting the composing process in classrooms. Overall, limitations in the current evidence base highlight the need for research conducted from a critical perspective and focused more directly on multimodality.

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Section: Theoretical Frameworkmentioning

confidence: 94%

Systematic review of young children's writing on screen: what do we know and what do we need to know

et al. 2019

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“…Similarly, Ross () refers to the “clues on the book itself used to determine the reading experience being offered” (p. 18).…”

Section: Discussionmentioning

confidence: 99%

“…The nature of what effect a reader might want from reading a book in terms of the experience to match his or her mood was one of the key findings of Ross (), who offers a “model for the process of choosing a book for pleasure” (p. 16), which applies directly to public library users rather than to potential book consumers. Based on an analysis of readers’ statements, the model describes five interlinked elements, namely: Reading experience wanted: the “What mood am I in?” test. Alerting sources that the reader uses to find out about new books. Elements of a book that readers take into account in order to match book choices to the reading experience desired. Clues on the book itself used to determine the reading experience being offered. Cost in time or money involved for the reader in getting intellectual or physical access to a particular book (pp.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards a new sociological model of fiction reading

Birdi¹,

Ford²

2018

Asso for Info Science & Tech

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Although much previous research has considered how we read, less attention has been paid to why we read, and the influence not only of individual or text‐related factors on a reader's intention to read, but also of broader societal factors. This article presents a novel, empirically‐based model of fiction reading in a public library context, taking into account the characteristics differentiating the readers of individual fiction genres. It begins with a literature review of factors motivating a reading choice or habit, and of the effects of reading different fiction genres, before introducing three previous studies by the first author into readers’ attitudes towards, and engagement with, fiction and selected fiction genres. The methodologies are then summarized both for the three previous studies and the present study. The authors present a combined analysis that integrates the findings of the previous studies in order to generate a new, evidence‐based model for the reading of fiction genres. Incorporating both demographic and motivational aspects, this model illustrates how the broad themes of the fiction reader profile interrelate, giving them a new causal ordering. Finally, there is a discussion of the implications of this work for library and information science research and practitioner communities.

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“…Almost by definition, participants on the Goodreads site are relatively committed readers. Ross () suggested that avid readers are an underutilized resource when it comes to understanding how readers successfully find their next book. Over a number of years, she and her students interviewed 194 committed readers, deliberately selected as “individuals who read a lot and read by choice” (p. 7).…”

Section: Avid Readers and Their Resources; Avid Readers As Resourcesmentioning

confidence: 99%

“…One question Ross () and her colleagues explored with these readers was how they locate reading material. The findings are illuminating even today, when many elements of our media culture have changed.…”

Section: Avid Readers and Their Resources; Avid Readers As Resourcesmentioning

confidence: 99%

Learning to Choose

Mackey¹

2014

J Adolescent & Adult Lit

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Often the difference between a successful and unsuccessful reader is that the former is simply better at finding enjoyable books to read. The capacity to select appealing reading is not developed in classrooms where the decision about what book to read is made by someone other than the reader: the teacher, the curriculum planner, the person who buys material for the stock cupboard. We can learn much from avid readers, the truly successful choosers, and a summer reading program offers one vehicle for students to practice choosing titles for themselves. What really matters is that this question of making a productive selection should not remain invisible in the classroom.

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Making Choices: What Readers Say About Choosing Books to Read for Pleasure

Cited by 10 publications

References 0 publications

Systematic review of young children's writing on screen: what do we know and what do we need to know

Systematic review of young children's writing on screen: what do we know and what do we need to know

Towards a new sociological model of fiction reading

Learning to Choose

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