Promoting reading 1
term’s teaching programme by referring to the tex
ts read as part of the summer reading programme. In conclusion, one could ask whether reading promotion outside school in the form of summer reading programmes organised by public libraries ought to be in the business at all of making demands in the form of a certain amount of reading, and based on the international examples reported here, the answer must be: why not? Researcher Mats Dolatkhah (2013) has pointed out a paradox that reading promotion activities often need to manage: there is an association between the development of good reading ability, experienced enjoyment of reading and being able to decide on one’s own reading, and there is therefore a risk involved in running reading promotion activities in a way that associates reading with achievement of results. However, he also notes that it is problematic for those institutions whose mission is in fact to work in ways that develop and promote reading if children do not in fact experience that they enjoy reading, and would themselves prefer to spend their time on something other than reading. How do you best promote reading and reading development among children who do not have any great intrinsic interest in reading, he asks himself – and this is really the most salient question to ask in the context. The kinds of demands made need to be decided from case to case of course, but there is nothing to indicate that one should completely exclude them from reading promotion activities. Emphasising freedom of choice, with regard to both participation and what to read, does not preclude requiring some results to be achieved. Why not follow the UK example and use the word challenge instead? References Celano, D. & Neuman, S. (2001). The Role of Public Libraries in Children’s Literacy Development: An Evaluation Report. Pennsylvania: Pennsylvania Department of Education. Clark, Christina & Rumbold, Kate (2006). Reading for pleasure: a research overview. London: National Literacy Trust. Cooper, Harris M. (2003). Summer learning loss: the problem and some solutions. Champaign, IL, ERIC Clearinghouse on Elementary and Early Childhood Education. De Groot, Joanne Carroll (2009) Building a nation of readers: multiple perspectives on public library summer reading programs. Dissertation: University of Alberta 2009. Deshommes, Renee D. (2013). The effects of summer reading programs on the academic achievement of elementary students. Dissertation: University of Arkansas 2013. Dolatkhah, Mats (2013). Skolbibliotek och läsfrämjande: Tre problemområden. Included in: Limberg, Louise & Lundh, Anna Hampson (ed.) (2013). Skolbibliotekets roller i förändrade landskap: en forskningsantologi. Lund: BTJ förlag. Fiore, Carole D. (2005). Fiore’s summer library reading program handbook. New York: Neal-Schuman Publishers. Gambrell, Linda B. (2011). Seven Rules Of Engagement: What’s Most Important to Know About Motivation to Read. The Reading Teacher. 65, 172–178. Heyns, Barbara (1978). Summer Learning and the Effects of Schooling. New York: Academic Press. Karlsson, Carina & Steen, Kerstin (2006). Lust och lärande i läsfrämjandet: Pedagogiska perspektiv på bibliotekarierollen och metoderna bokprat, boksamtal och Sommarboken. Borås: Borås University/Swedish School of Library and Information Science. Masters thesis. Kim, Jimmy (2004). Summer reading and the ethnic achievement gap. Journal of Education for Students Placed at Risk (JESPAR). 9, 169–188. Library and Archives Canada (2006). Literature Review on the Impact of Summer Reading Clubs. Canada: Goss Gilroy Inc. 83