Promoting reading 1
Introduction Young people growing up in the twent
y-first century will read and write more than in any other century. Their working and private lives will demand advanced forms of literacy. This was the conclusion reached by a report from the International Reading Association (now International Literacy Association) in 1999. So far, the twenty-first century has been marked by worrying results from measurements of the reading abilities of children and adolescents, presented in studies such as Progress in International Reading Literacy (PIRLS) and Programme for International Student Assessment (PISA). Based on these kinds of measurements, there have been calls for action from the authorities and reading promotion organisations of various kinds, both nationally and internationally. In the final report of the Swedish Government’s enquiry into literature from 2012, the general conclusion was drawn that the status of literature in Sweden is good in many respects. It noted that the reading habits of the population remain fairly stable at a high level, that more literature than ever before is being published in Sweden, and that for being such a small language area, we have enjoyed great success in our exports of literature. But it also identified a number of clouds on the horizon. In particular, the deteriorations in our younger generations’ reading ability and reading habits, which have demonstrably occurred, are cause for concern. Among other things, the enquiry drew attention to the fact that there are still great differences in reading habits between different socio-economic groups, and also to the deterioration in reading ability among the young. It was also noted that this problem is greatest among boys. Based on the findings of this enquiry, the Swedish Government Bill Läsa för livet (Reading for Life) (2013) proposed national targets for promoting literature and reading. These targets mean that: Everyone in Sweden, regardless of background and their individual circumstances, is to have the opportunity to develop a good reading ability and have access to high-quality literature. In order to achieve this overall goal, government efforts are to have the following purposes: • To improve reading skills compared with the present day, • That more people regularly read fiction and non-fiction than currently, and • To increase awareness of the importance of reading for education, learning and participation in social life compared with the present. Particular priority was given in the Government Bill to reading ability and motivation to read among children and adolescents. It is considered particularly important that improvements be observed in younger children. 7