TR&W Issue 20

www.teachwire.net | 31 community champions to donate publications. Non-fiction offerings in magazine form can encourage readers to make connections between new and existing knowledge. Magazine layout and design features are fun to explore and can support readers to anticipate what information each issue will reveal. Model how to skim and scan factoids as you navigate the magazine together. As the purpose, audience and content of each publication will vary, consider how language, layout and other features communicate new information to the reader. Charts, maps, diagrams and photographs often ease the burden of unfamiliar, technical vocabulary and con- cepts,unlocking new avenues of enjoyment and learning. Starting conversations ‘Book talk’ is a key strategy to draw on within a culture of reading where pupils and staff signal habit and agency as part of their enjoyment. Keep ‘magazine talk’ informal by allowing time and space to share opinions, offer connections and form reading relationships across the school community. One element of Phase 2 of The Open University and What on Earth! magazine engagement study is weekly, teacher-led ‘magazine moments’ to foster dialogue and discussion. Introduce your own ‘magazine moments’ to relaunch interest. One week, you might invite pupils to share their favourite features and articles. In another, you might discuss how organisational features (e.g. graphics, illustrations, diagrams) have helped you understand new or challenging ideas. Perhaps you could invite class debate to consider the author’s position on a persuasive piece, drawing on critical literacy skills. A ‘magazine canteen’ is another fun way to tempt readers. Gather a range of publications for display, with plenty of space for pupils to wander and browse informally. Which magazines catch pupils’ eyes? Which would they avoid? Encourage readers to share the reasons behind their selections. This C L AS SROOM AC T I V I T I E S Kelly Ashley is a lecturer in Reading for Pleasure for The Open University and the author of Word Power: Amplifying vocabulary instruction . Her professional interests are reader identity, reader motivation and language development. ourfp.org menu of magazines can top up your teacher knowledge of pupils’ reading preferences, whilst also introducing the range of material on offer that can be chosen for independent reading time. Broadening choice An interesting finding from Phase 1 of The Open University and What on Earth! engagement study was the impact that weekly magazine exploration had on pupils’ wider reading choices. One teacher reflects, ‘I’ve noticed that children are coming back from the library with more non-fiction texts now. Prior to using the magazine… it was predominately fiction but I’ve noticed a shift… They’ve found facts about history or geography in the magazine and looked for books in the library that link.’ Whilst magazine reading can be a catalyst to expand non-fiction reading repertoires (biographies, travel writing, historical texts, scientific texts, etc.), there is also potential to draw in reluctant readers with magazines initially, to then springboard choice into the fiction realm. For example, running fans may race to the tips offered in Runner’s World magazine. A skilled ‘Reading Teacher’ could then point them to linked fiction recommendations on a running theme such as Quiet Storm (Kimberly Whittam), Armistice Runner (Tom Palmer) or Ghost (Jason Reynolds). Whether your pupils are tempted by learning new facts, testing their puzzle prowess or giggling at cartoons, the vibrant layouts, vivid content and new opportunities offered through non-fiction magazine exploration can offer children of all ages a fantastic opportunity to widen their reading experience. Visit ourfp.org/ publications to find out more about The Open University and What on Earth! magazine engagement study. Magazines in the classroom • Feature magazines prominently in reading areas, to show they are valued. Set up a ‘magazine market’ where pupils can shop and browse potential new reads. • Offer a ‘magazine swap shop’ on the playground before or after school. Invite families to bring in magazines from home and exchange them for a different volume. Share the message that the school values all forms of reading. • Consider how using a ‘magazine moment’ might draw pupils in. Talk about things that you, yourself, find interesting as a reader and encourage children to share their own interests, too. • Ask pupils which sections of a magazine they are most looking forward to reading each month. What is it that draws the eye, and why? • Foster critical literacy by encouraging discussion about magazine content. Do you agree or disagree with the information shared by the author? Consider sources, and the purpose of content shared to widen understanding. • Form ‘magazine mates’ clubs based on different interests. Who are the puzzle masters, fact- finders, curious comics and eco-warriors in your classroom?