Teach Secondary 13.8

35 teachwire.net/secondary Nudge, DON’T SHOVE W ith so many competing interests in young people’s lives, how can we tempt them into reading for enjoyment? Their motivation to do so can emerge from extrinsic, intrinsic and social sources of influence. Extrinsic motivations, such as reward or points systems, can offer short-term boosts of engagement, but these outwardly-driven systems won’t develop the inward (intrinsic) habit of reading for pleasure in the long term. As observed by Gay Ivey and Peter Johnston, the power of social influence on reading behaviour becomes particularly palpable in adolescence (see tiny.cc/ ts138-L1). Knowledgeable adult and peer reading role models can build strong readerly connections over time. Finding ways of gently ‘nudging’ readers into spaces where personal motivation can thrive is central to solving this influence puzzle. Volitional readers who choose to read demonstrate agency. Adults can curate social, inviting spaces that welcome and entice, thus ‘nudging’ – rather than shoving – readers into this field of engagement. Get their attention Influencers need to know their audience. Do you know the interests of the pupils you teach and the types of reading they prefer – be that graphic novels, poetry, magazines, song lyrics or something else? Take the time to identify those reading likes and dislikes, and ask about their particular choices and habits when reading in school and at home. Uncovering your students’ reading identities can help you connect with them. Review the breadth and diversity of texts you have available, and ask your school librarian about sourcing selections from booksellers with a focus on diversity. – ANew Chapter (anewchapterbooks.com ) and Letterbox Library (letterboxlibrary.com) are two organisations doing fantastic work in this area. You can otherwise look to the shortlists of the Diverse Book Award and the Jhalak Prize, which both often showcase newer, bolder selections. You can also be a reading role model yourself by sharing and discussing your reading life – what you’re reading, what you tend to avoid and why. Encourage reading recommendations and reciprocate with some of your own. Encourage others to view you as a reader within the school community, since reader-to- reader conversations really do matter. Urge into action Your school’s library or learning resource centre can be used as a space for keen readers to meet, socialise and share those recommendations. Think about how the materials in these spaces are displayed and which are most popular. Vivid displays of Manga, comics, newspapers and other types of engaging reading material can gently bring new readers in. Be clear, both explicitly and implicitly, that all forms of reading are valued, and that wide reading really matters. Where possible, try to plan school visits from a local author, poet or comics creator for each year group. Young authors can be perfect influencers, offering insightful perspectives on their craft and opening up new avenues of conversation. Building connections with your local library and independent bookshops can be great avenues for making contact with potential visiting authors. Aimhighwith a clear strategy When building a reading for pleasure culture, you need a clear and consistent strategy. The Open University offers a unique, year-long programme of strategic reading for pleasure development for secondary schools through the OUKS3 Reading Schools programme. A central tenet of the programme is to help schools acknowledge their unique starting points, before moving forward with clear, purposeful intention. Strategic planning shouldn’t involve a rush to action, but rather be a steady and considered process during which you keep a close eye on impact over time. It entails refining your approaches and measuring subtle shifts in reading attitudes and behaviour, with a clear idea of what ‘success’ should look like. Moreover, the role of ‘reading influencer’ needn’t fall solely within your English department. Consider appointing reading champions from across the staff team, because helping to influence students’ reading choices and regular habits is something everyone can play a part in. ABOUT THE AUTHOR Kelly Ashley is a lecturer in Reading for Pleasure for The Open University and author of Word Power: Amplifying Vocabulary Instruction (£20, kellyashleyconsultancy.wordpress. com); to find out more about the work of the OU’s Reading for Pleasure Team, visit ourfp.org L I T E R A C Y Fostering a genuine love of reading among students is possible, says KellyAshley – but it’s a process that calls for careful long-term planning

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