Reasons for reading: why literature matters

Hodges, Gabrielle Cliff

doi:10.1111/j.1741-4369.2010.00552.x

Cited by 22 publications

(14 citation statements)

References 17 publications

(12 reference statements)

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“…While academic discussion in the English area is primarily concerned with the ‘new’, with focus on ‘the impact of new technologies and the relationship with new literacies; greater acknowledgement of popular culture in the classroom; innovative thinking about multimodality and visual literacy’; and ‘more recognition of the importance of learning in different media such as film or graphic novels’ (Cliff Hodges : 60), book reading still deserves consideration. Book reading maintains its relevance particularly because, at this stage, no other text type has an equal body of evidence supporting its benefit for literacy outcomes.…”

Section: Benefits Of Regular Readingmentioning

confidence: 99%

Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators

Merga

2015

English in Education

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The emphasis on schools' providing reading materials for students at home is very much on the primary school years, when the skill of reading is being acquired. Little consideration has been given to the impact of curtailing schoolmediated access to books beyond this point. Regular recreational reading offers a wide range of benefit, and is essential for supporting ongoing literacy development. Without easy access to books, it can be readily surmised that capacity for regular engagement in reading can be limited. This article adds to the body of research supporting the benefit of student access to books in the home, linking access to books in the home with improved attitudes toward and frequency of engagement in recreational book reading, particularly in boys. It also provides analysis of data on students' access to books in the home, as well as discussing alternative avenues of access to books, such as the library and devices. The implications of the findings are explored, with educators ultimately urged to support increased access to self-selected home reading materials through the secondary school.

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Section: Benefits Of Regular Readingmentioning

confidence: 99%

Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators

Merga

2015

English in Education

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“…Cliff Hodges () interviews young readers who reveal that they see reading as an imaginative leap, carrying them away to alternative and sometimes fantastical fictional worlds, and as a type of simulation on which their everyday concerns can be run. Her interviews also highlight the emotional investment that young people put into reading (see also Dungworth et al.…”

Section: A Rationale For Readingmentioning

confidence: 97%

‘Well I don't feel that’: Schemas, worlds and authentic reading in the classroom

Mason

2015

English in Education

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“…That curriculum density and priorities may preclude opportunities for reading is not unique to the Australian context, and while it related closely to time and competing demands as outlined above, it emerged in the data as a competing demand warranting separate attention. Cliff Hodges () noted that in England, “opportunities for children's and young people's reading for pleasure may have been curtailed as a result of other curriculum imperatives” (p. 60). In the US context, Krashen () notes that “few realize the extraordinary difficulty of the Common Core Standards (how many have read the standards or Publisher's Criteria?…”

Section: Barriers To Fostering Children's Literacy and Literature Leamentioning

confidence: 99%

School libraries fostering children's literacy and literature learning: mitigating the barriers

Merga

2019

Literacy

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While qualified school librarians can have a positive influence on children's literacy attainment, very little consideration is given to the educative role of librarians in schools. Lack of attention on these librarians' educative capacity may be due to a devaluing of the educational contribution of school librarians, and it can be argued that school libraries are poorly valued in current times, as evidenced in cuts to budgets and staffing. While school librarians may foster literacy and literature learning through a range of strategies, and for diverse purposes, perhaps their most expected contribution relates to the fostering of literacy and literature learning through wide reading and reading engagement in students. However, little is known about the specific barriers that librarians in schools may encounter in achieving these goals in the current school environment. Research from teacher librarians at 30 Australian schools is drawn upon to explore barriers to children's literacy and literature learning in school libraries. Recurring barriers were limited time and competing demands, crowded curriculum, low teacher valuing, low student engagement, skills and motivation, issues with parental support, limited space and constrained budget. These findings provide a valuable foundation for future inquiry in this under-researched space.

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Reasons for reading: why literature matters

Cited by 22 publications

References 17 publications

Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators

Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators

‘Well I don't feel that’: Schemas, worlds and authentic reading in the classroom

School libraries fostering children's literacy and literature learning: mitigating the barriers

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