TR&W Issue 20

30 | www.teachwire.net joy of non-fiction as vehicles for reading enjoyment. Investigating choice, interest and access Choice, interest and magazine access are key areas explored through The Open University and What on Earth! reading engagement research study ( Phase 1 pilot spring 2023, Phase 2 autumn 2024 ). Initial findings indicate that teachers view the incorporating of magazines into the reading repertoire as challenging. Cost is a key concern, with the compounded challenge that magazines may become tatty too quickly from frequent use. There also seems to be a lack of access to current or relevant material within school library stock. Teachers in the study voiced concern that pupils may place too much emphasis on puzzles and games over main article content. Weekly exposure to these publications has helped to A s readers, we each draw on a unique bank of readerly influence that shapes our choices. From early reading role models, who shared bedtime stories, to the discovery of binge-worthy authors of print-based and on-screen texts, each experience combines to form our distinctive reader interests and identities. Magazine choice can also reveal this, offering golden opportunities to uncover delights and dislikes. The weekly or monthly nature of these publications provides access to fresh and novel material, supplementing traditional book reading. Creative use of language, accessibility of information and the contemporary relevance of magazine content (often mirroring popular culture) can closely reflect pupils’ everyday experiences, opening up valuable opportunities for book talk. The marriage of words, pictures and other features also offers a rich source of visual literacy. Non-fiction publications such as What on Earth! (a monthly factual magazine for ages seven–14), The Week Junior (a weekly news magazine for ages seven–14), Okido (a monthly science magazine for ages three–seven), Little Kids (a monthly geography magazine for ages three–six) and Nat Geo Kids (a monthly geography magazine for ages seven–12) are delightful devices that can reveal the shift perceptions. One Year 5 teacher reflects, ‘Pupils’ understanding of reading (was initially) through books in the library or books at home. (Magazines) have been a nice, added layer to how they can read and develop knowledge.’ Another teacher in the study agreed, ‘(Pupils) read the magazine differently than they read their library books or material for a lesson. They interact differently – more positively, more enthusiastically.’ Early findings show that providing opportunities for pupils to explore magazines during independent reading time can open up new possibilities – knowledge, conversation and choice. Broadening knowledge Non-fiction magazines can expand knowledge of new ideas as well as teachers’ understanding of pupils as readers. Is there a group of budding farmers in your class who might enjoy harvesting this interest with the help of Farmers Weekly magazine? Or maybe some brick enthusiasts who can block out time to delve into Lego Club Junior magazine? If sourcing magazine variety poses a challenge, appeal to families and other EVERYONE Something for Kelly Ashley explains how to open up knowledge, conversation and reading choices with non-fiction magazines “Consider how language, layout and other features communicate new information to the reader”