P. Goodwin

Primary teachers as readers

Abstract In the context of the continued pressure and politicisation of the teaching of reading in England, the United Kingdom Literacy Association (UKLA) sought to ascertain patterns in primary teachers’ reading, both personally and professionally. The project, undertaken in 11 Local Authorities in England, explored 1200 primary teachers’ personal reading habits and preferences, investigated their knowledge of children’s literature, and documented their reported use of texts in the classroom through a questionnaire. In addition, it sought to establish the extent of the teachers’ involvement with and use of local area/school library services. This paper reports on the findings with reference to the teachers’ personal reading, the frequency of this reading and the sources they use to select their reading material. It also considers the teachers’ favourite childhood texts and the books they identified as highly significant to them, as well as their perceptions of the importance of literature. Connections are made to the data gathered about their knowledge of children’s literature, and how primary teachers decide which literature to work with in the classroom.

Can't read or won't read: Perspectives on reluctance to read

The cultural discourse concerning issues about literacy learning can have a strong influence on both educational and social perceptions of how children learn to read and become readers. The expression ‘reluctant reader’ is an example of commonly used vocabulary which has led to confusion. Calling a child a ‘reluctant reader’ implies different things to different groups of people, even within those groups who are professionally engaged in supporting young people as they learn to read. As literacy takes a higher position in the political agenda, it becomes imperative that there are clearly understood definitions of the terminology used to discuss common concerns. Given that purpose will always affect language use, any agreement about definitions will have to be seen to be of advantage to the diverse needs of the users (i.e. developing interest in literary texts and increased book sales as well as building self‐esteem in young learners).

A Brief History of Timing: The Impact of the National Literacy Strategy on the Marketing and Publishing of Resources To Support Literacy Teaching.

Since the announcement of the National Literacy Project in April 1996, publishers of children’s books and teaching materials have been keen to provide appropriate materials for use in the literacy hour. With the new government in 1997 came generous funding for books and publishers were quick to respond in terms of marketing and new publications. Lack of time and training to assimilate the new approaches caused many teachers to rely on materials to show them how to teach. While this reliance on materials underlines the ongoing need for teachers to be updated about resources, time to become more knowledgeable and confident about practice remains paramount.