IOE Events.

The benefits of reading for pleasure are many and varied, from the development of comprehension skills and vocabulary, to the enrichment of imagination and empathy.

For younger children, reading for pleasure builds the proficiency in literacy that accelerates their learning across the school curriculum, and this becomes a virtuous circle as they move on to more demanding texts.  But not all children – or adults – view reading as a favourite pastime. For our latest ‘What if…?’ debate, we brought together children’s author and poet Joe Coelho, literacy experts Charlotte Hacking and Professor Gemma Moss, and social scientist, Professor Alice Sullivan, to assess the barriers and enablers to cultivating committed readers (you can learn more about our panel here).  Along the way, we were delighted to be treated to a poetic tribute to reading, books and libraries.

Our discussion highlighted how the way in which literacy is taught and assessed in schools can be as much of an impediment as an enabler. An over-emphasis on reading as a proficiency and a sorting mechanism, manifested (more…)

This blog is based on Professor Alice Sullivan’s inaugural professorial lecture, presented at the UCL Institute of Education on 18 June 2019

Much of my work concerns the way that advantage and disadvantage are passed down from one generation to the next. So, for example, why do middle class kids do better in education than working class kids? And, why is there a link between social class origins in childhood and socioeconomic destinations in adulthood?

During the course of my career I’ve worked on a set of interrelated questions regarding educational and social inequalities, and these are the questions I will address here:

Natalia Kucirkova & Teresa Cremin. 
Children need to be able to read well to function in society and their engagement as readers needs nurturing from birth. Digital library systems offer enormous opportunities to tap into children’s interests and enhance teachers’ skills as literacy mentors.
They can help teachers and children find relevant content, archive readers’ responses to individual books and share them with others on a large scale. These systems can support reading for pleasure, acting as free book depositories (e.g., International Children’s Digital Library), providing tailored recommendations for new titles on a regular basis (e.g., Epic!) and offering children multimedia story experiences as in a virtual library (e.g., StoryPlace). Teachers’ resistance or openness to the sustained use of such technologies dictates their potential to make a difference to children’s learning.
In our new paper in the Cambridge Journal of Education we explore (more…)

Sally Perry.
Of the many roles performed by the children’s or school librarian perhaps the most mystical is that of matchmaker: matching books with readers. Joy Court*, reviews editor of The School Librarian, describes the specialist children’s librarian mantra as ‘The right book for the right child at the right time in order to achieve the aim of every child reading for pleasure’. In the US this process even has its own name – readers’ advisory – and has traditionally been taught in library schools.
And why is this pairing so important? Because the right book might be the one where you stop thinking about the process of reading or the number of pages you have to get through and read for the story, read for pleasure. It might be your ‘turning point’ book, (more…)