# data[].attributes.body
This site from the Open University and UKLA is a treasure trove of audits, support ideas and case studies from teachers, LSAs, trainees and other educators across the country.

# data[].attributes.attachment_link.readable_text
Reading for Pleasure is surely the entitlement of every child, yet how can we foster readers' desire and engagement? Our research, a two phase OU/UKLA project, examined children's and teachers' reading lives, and established effective ways to support Reading for Pleasure (RfP). Advice on navigating the web-site can be found here.

You can find out more about the 25 schools we worked with, the evidence we gathered, and the approaches we developed from 'About this project'. You can explore the findings, and Examples of Teachers' RfP Practice that reflect them, by clicking on the five findings circles.

This RfP web space aims to support a vibrant professional community of teachers, student teachers, librarians, teaching assistants and literacy coordinators. If you want to keep up to date then sign up for our monthly newsletter with new texts, free PowerPoints for CPD, videos and innovative Examples. Or register and share your own practice.

# data[].attributes.attachment_link.description
Reading for Pleasure is surely the entitlement of every child, yet how can we foster readers' desire and engagement? Our research, a two phase OU/UKLA project, examined children's and teachers' reading lives, and established effective ways to support Reading for Pleasure (RfP). Advice on navigating the web-site can be found here.

# data[].attributes.headline
LLP Padlet on Diversity in Children's Literature

# data[].attributes.subject
LLP Padlet on Diversity in Children's Literature

# data[].attributes.body
Links to teacher resources to support the teaching of poetry and the inclusion of poetry in reading for pleasure pedagogy/projects

# data[].attributes.body
Reading discussion prompts to encourage children and families to reflect on their reading practice. You can use these on social media, websites, as posters, on screens in school.

# data[].attributes.attachment_link.title
Daily Reading Discussion Prompts - Wakelet

# data[].attributes.attachment_link.description
This is a collection of resources to encourage families to reflect upon their reading behaviours. They can be the basis for discussion or you could encourage people to respond in creative ways- photos, illustration, written answers.

# data[].attributes.headline
Research Rich Pedagogies- Open University

# data[].attributes.subject
Research Rich Pedagogies- Open University

# data[].attributes.body
A website full of ideas and resources based upon research into reading for pleasure. Also features case studies and action research that practitioners have carried out into Reading for Pleasure

# data[].attributes.attachment_link.readable_text
Reading for Pleasure is surely the entitlement of every child, yet how can we foster readers' desire and engagement? Our research, a two phase OU/UKLA project, examined children's and teachers' reading lives, and established effective ways to support Reading for Pleasure (RfP). Advice on navigating the web-site can be found here.

You can find out more about the 25 schools we worked with, the evidence we gathered, and the approaches we developed from 'About this project'. You can explore the findings, and Examples of Teachers' RfP Practice that reflect them, by clicking on the five findings circles.

This RfP web space aims to support a vibrant professional community of teachers, student teachers, librarians, teaching assistants and literacy coordinators. If you want to keep up to date then sign up for our monthly newsletter with new texts, free PowerPoints for CPD, videos and innovative Examples. Or register and share your own practice.

# data[].attributes.attachment_link.description
Reading for Pleasure is surely the entitlement of every child, yet how can we foster readers' desire and engagement? Our research, a two phase OU/UKLA project, examined children's and teachers' reading lives, and established effective ways to support Reading for Pleasure (RfP). Advice on navigating the web-site can be found here.

# data[].attributes.body
Book reviews and giveaways of children's books

# data[].attributes.headline
Free Reading For Pleasure badged course from OU

# data[].attributes.subject
Free Reading For Pleasure badged course from OU

# data[].attributes.attachment_link.title
Free Badged Online Reading for Pleasure Course - Reading for Pleasure

# data[].attributes.attachment_link.description
Explore current theory, research and debates around supporting children's reading engagement in this free online course, Developing Reading for Pleasure: Engaging Young Readers. Aimed at teachers, teaching assistants, school leaders, reading volunteers, parents and all those interested in nurturing children's reading, participants will gain knowledge and strategies to help promote reading for pleasure across schools, [...]

# data[].attributes.body
Recommended Reads Booklists for each year group from Reception to Year 6

# data[].attributes.attachment_link.title
Resources on BooksForTopics | Recommended children’s booklists sorted by age or topic...

# data[].attributes.attachment_link.description
Resources - Find the best children’s books for all primary school year groups on BooksForTopics

# data[].attributes.body
Interviews, articles, book reviews and information about the wonderful Reading Realm app (full of reading, games, activities and writing inspiration)

# data[].attributes.attachment_link.title
The Reading Realm Home - The Reading Realm

# data[].attributes.attachment_link.description
Journey into a world where stories come to life... Have you downloaded the iPad apps? The Poetry Realm The Reading Realm

# data[].attributes.headline
Free Children's Lit course from Open University on picture books

# data[].attributes.subject
Free Children's Lit course from Open University on picture books

# data[].attributes.attachment_link.keywords[]
exploring books for children: words and pictures

# data[].attributes.attachment_link.title
Exploring books for children: words and pictures

# data[].attributes.attachment_link.description
Many people have fond memories of the stories they encountered in childhood, perhaps especially of those wonderful picture books and illustrated tales which fired our young imaginations and...

# data[].attributes.body
Access to videos, author masterclasses based on children's books. Resources for Key Stages 1, 2 and 3
https://authorfy.com/

# data[].attributes.headline
#PrimaryRocks Question about Reading for Pleasure

# data[].attributes.subject
#PrimaryRocks Question about Reading for Pleasure

# data[].attributes.body
This twitter thread has lots of suggestions from teachers about how they encourage their children to read for pleasure.

# data[].attributes.attachment_link.embed_code
#PrimaryRocks Question 2 pic.twitter.com/ZSSvMC7BCV
— #PrimaryRocks (@PrimaryRocks1) September 2, 2019

# data[].attributes.headline
Andy Seed's Reading For Pleasure Manifesto

# data[].attributes.subject
Andy Seed's Reading For Pleasure Manifesto

# data[].attributes.body
A blog post featuring ideas for creating a whole school ethos of reading for pleasure

# data[].attributes.attachment_link.readable_text
I like visiting schools but I really like visiting schools which have a book culture. Sadly, they're not to be found everywhere but when discovered they stand apart. You notice it the moment you walk through the door - there's something in the air, an intangible sense of excitement, a kind of atmosphere of expectation and maybe even of adventure.

Yes, there's fun on the menu and that particular excited/whispered chatter because they know that an author's in town but it's deeper than that. The children have grown to enjoy reading and because they enjoy it they want to share, to talk, to endorse, to discover what's next. And it's not just the kids - the staff are the same and everyone tends to be happier because learning is enriched and accelerated and the resulting achievement is continuous.

OK, that's a simplified, rosy summary but it's something I have witnessed several times. I see things through the eyes of a former teacher and I know when commitment to RfP (reading for pleasure) is embedded and bearing fruit. So, how to get yourself one of these fancy book cultures, eh? Especially in your school situated in an area of multifaceted poverty and deep-seated parental non-involvement (or even distrust of reading). It's not easy. OK, it's like turning round an oil tanker with broken engines in rough rocky seas. But it can be done.

So here are my thoughts on how to do it, written for educators. They're based on years of experience of teaching, observing, visiting schools (around the world), reading research and following inspirational practitioners. But most of all they are based on the things I have done myself working with kids, both as an author and in other roles. It's not a series of teaching tips - it's about profound, embedded transformation. It's not really a manifesto either - I just like the word manifesto.

Laying the foundations for a reading culture
1. Read children's books yourself
Wordbite: You can't share what you don't have

This is essential and underpins everything. Yes, I do know teachers are busy and don't have time.

So why do it?

It makes you knowledgeable in the realm of kidlit

It qualifies you to recommend and read aloud from the astonishing breadth of children's books and authors (as opposed to trotting out Mr Dahl year after year)

It sets a powerful example: modelling is massive

It fuels enthusiasm: puts books in your soul

Pertinent pointers

a) Read a wide range of books. Everyone loves a quality novel but it isn't only about those (foisting Dickens on me age 12 did a magnificent job of putting me off him for 30 years).

b) Your healthy reading diet should include non-fiction, poetry, picture books, graphic novels, humour (including joke books), short stories, TV/film tie-ins, retellings of myths & legends, miscellanies, magazines, comic books and even the odd puzzle/activity book. Why? Because there are many routes to reading and different children like different things. Simple.

c) Don't feel you need to buy. Borrow books for free from your local library. If you aren't a member then, well, how can you look yourself in the eye? This is where you will find a huge range of reading material, plus the invaluable advice of librarians. It's the beating heart of the book advocate's world. What is more, libraries are closing at an alarming rate (an easy target for mutilated councils) and the way to help protect them is to use them. Libraries are essential in effecting the ongoing transformation of book-captured children from deprived homes: they are engines of social mobility. Furthermore you can reserve sought books online in seconds. Win-win-win-win.

d) Let kids see you reading. Read when they read. Read at breaks. Have a book with you.

e) Read aloud every day. Make the time special.

Wordbite: Get fully covered

This sounds obvious yet I have been in schools where I would need the skills of Laura Croft to unearth a decent book.

If you have a school library, consider how well it is being used. Can you do more with it? Do you have a librarian who feels resourced and loved? Seek out creative and effective ideas from inspirational school librarians such as Tracey Needham, Jo Clarke, Tanya Efthymiou, Miss Cleveland, Matt Imrie (all on Twitter) and the SLA.

School libraries are wonderful but books should not only be found in the library.

Ensure attractive, quality books of all kinds are in classrooms, on display, around the school and in your hand.

Make it plain for everyone who enters that building that books are loved, valued, important, enjoyable, incredibly varied, beautiful, interesting, funny and essential.

Talk about the books.

Pertinent Pointers

a) Books must not be there for show - they must be there for picking up and reading

b) Having books around throughout the school means they are always on hand to read, recommend, share, browse, reference for info/pics, inspire and generate valuable book-talk.

c) Research (proper in-depth, university-led, international, validated studies) shows that children who come from book-owning families - of all social classes - are not only more likely to read for enjoyment but to succeed academically. So create a book-rich environment in school.
3. Enthuse
Wordbite: share the lit-love

Enthusiasm is infectious, attractive, positive, engaging, refreshing and good for the world-weary worker. Because enthusiasm is catching, sharing enthusiasm for books doesn't just work with children but with big hairy grownups too. I know it gets results because I deploy it ruthlessly - I love watching hard-faced tough guy Y6s (or older), long inoculated with cynicism and apathy, start to get excited about stories and facts.

This can only follow from number one (i.e. having read a book): don't tell me you've seen the film...

Enthusiasm has to be genuine. It's just too potent to fake.

There is no secret to it - just be natural and distribute your delight

Pertinent pointers

a) It does not matter that a significant portion of any audience will not enjoy a book as much as you - what counts is that they see that books can make a person happy.

b) Be aware that if you really big up a title, every child will want it. Plan for this.

c) Don't pretend every book is great. There's a fair bit of dross out there. If a book isn't grabbing me after a handful of pages I don't grab it. I move on quickly.
4. Get everyone on board
Wordbite: together we conquer

This is obvious yet remarkably difficult. Everyone in a school has their roles and commitments and interests. But if the head and senior management are fully behind the instituting of a book culture then it has a good chance of happening.

Prioritising RfP need not replace other initiatives. It can underlie all the other things that a school needs to be doing.

Where large numbers of children are reading, all sorts of benefits begin to accrue: improved academic performance; higher levels of concentration; the development of thinking skills; increased awareness; more empathy; the unlocking of imagination; lower levels of stress and worry, and more.

Once a book culture is embedded it runs itself, fuelled by enjoyment and enthusiasm: teachers read, children read, books are freely available

Getting parents on board is a big challenge and needs to be a long-term goal but if they see the benefits they will buy in.

It pays to invest in an inspirational speaker to inform and fire up governors and parents as well as staff: someone who can explain what the research says, elucidate the benefits and summarise the essential strategies required to build a RfP ethos.

Pertinent pointers

a) Make it fun

b) All staff should be encouraged to take up the role of book advocate

c) Learn from schools which have a reading culture: The District CE, Sacred Heart Barrow, Moorlands Norfolk, East Whitby Primary are great places to start.
5. Budget for books
Wordbite: invest in the best

I know it's a very bad time for school budgets (it affects me too - school author visits are a vital part of my income) but a book culture cannot be established without a certain level of commitment to spending on books.

As more children read, the most popular books will become worn and will need to be replaced.

New and exciting titles need to be added throughout the year to maintain the bookbuzz.

Of course if your school has been hit by cuts and is losing staff then it's hard to contemplate but you may be able to find alternative sources of funding (suggestions below).

Pertinent pointers

a) If you want to prioritise RfP and establish a book culture then it may be a good idea to have a conversation about the relative value of spending on expensive IT equipment.

b) Books can be bought in packs from specialist suppliers to save money.

c) It's worth seeking advice from experts such as SLA, Just Imagine, Marilyn Brocklehurst, Madeleine Lindley or your local school library service.

d) Use your SLS if you still have one - these people know books.

e) For funding try every kind of potential source, outlining your ambitions and rationale: PTA, grants, local Rotary Club/Lions/Soroptimists/Round Table; set up an appeal; crowd fund; try the Siobhan Dowd Trust and similar charities. Or find a way to use some Pupil Premium money.
6. Get authors in
Wordbite: go the write way

This applies to book illustrators too. Schools with a successful reading culture have an ongoing programme of author visits. They know that writers can change lives. I have a whole collection of letters, emails, tweets, messages and cards from teachers, heads, parents and children. These are some of the most treasured things I possess because they tell of joy and pleasure and fun and inspiration but they also describe how individual children became readers and set themselves on the road to achievement and opportunity. You can read some of these here.

A great author visit is the ideal way to kick-start a programme of RfP plans: there's an electricity in school which can capture even the most reluctant children.

Ensure that you check out what authors/illustrators are prepared and able to do in a day before booking them (asking for 7 sessions because you have 7 classes may not be the best starting point!)

Seek recommendations from other schools.

Pertinent pointers

a) If possible, find an author who can inspire across the widest age range so that all children in school are excited and motivated to pick up a book.

b) Try to avoid World Book Day week. Not only has it become something of a circus with the dressing up issue but for many schools it has lost its impact because it is just another established day in the school calendar. Furthermore, the best authors are booked for years in advance for these dates and so many schools end up with a writer who is less appropriate in terms of what they are trying to achieve.

c) Use funding ideas mentioned in number 5 to help pay for the visit. See my blog post mentioned above for reasons as to why it's worth spending the money on an author.

d) You can find authors in your locality through Contact an Author (advanced search using postcode) or use an experienced and reliable organisation such as Authors Aloud.

e) Discuss with the author the best way to prepare for the day to make the most of the visit. There are some basic pointers here.

f) Consider a Patron of Reading.
7. Establish good habits
Wordbite: Join the big book club

When school staff value and enjoy being book advocates then wonderful things can happen.

Good RfP habits take time to grow and will hopefully naturally develop as teachers and support staff read more children's books and share their particular favourites.

There is a whole community of supportive people and organisations committed to promoting reading for pleasure and who frequently share smart ideas, good practice, recommendations for reads and, most importantly, help to maintain enthusiasm, the life-blood of a book culture (suggestions below).

Do everything you can to get families registering for the Summer Reading Challenge and other shared book experiences.

Pertinent pointers

a) Sign up to hear about events such as conferences from key organisations including BookTrust, The National Literacy Trust, FCBG, The Reading Agency, Seven Stories, Reading Rocks, Beanstalk and the OUP's nattily titled Research Rich Pedagogy.

b) There are many wonderful RfP advocates to follow on Twitter and other platforms: authors SF Said, Dawn Finch, Michael Rosen, Cressida Cowell, Tom Palmer, Chris Riddell and Brian Moses for starters; teachers/heads Jon Biddle, Sue Wilsher, Simon Smith, Heather Wright (Reading Rocks), Scott Evans, Ashley Booth; bloggers/school librarians BookloverJo, Library Girl and Book Boy, Acorn books, Library Mice, The Book Activist, Zoe Toft, Minerva Reads and many others [ please add suggestions by commenting]. Do follow me on Twitter as well!

c) Join the excellent Facebook group Reading for Pleasure in Schools, run by the amazing Jon Biddle, who also oversees Patron of Reading and is involved in so many superb RfP initiatives. This group is a very good source of ideas, recommendations, solutions to problems, people to follow, effective strategies and more. Post a RfP question and get answers from teachers, librarians, authors and people in the know!

d) There are many other good habits to establish: go to book festivals; support independent bookshops; get to conferences; ask local authority advisers for network days centred on RfP, visit schools who have a working book culture and see what they do.

Of course I have missed lots of things out, so please make suggestions via comments.

Attempting all of the above is a big challenge and it takes time, commitment, money and passion. Schools have a million other priorities, I get that. But if you can get your children reading books because they love reading books then, in a world full of bad, you have done a beautiful thing.

# data[].attributes.attachment_link.title
A Reading for Pleasure Manifesto - Andy Seed

# data[].attributes.attachment_link.description
I like visiting schools but I really like visiting schools which have a book culture. Sadly, they're not to be found everywhere but when discovered they stand apart. You notice it the moment you walk through the door - there's something in the air, an intangible sense of excitement, a...

# data[].attributes.headline
Free OU Course- encouraging book talk in the school library

# data[].attributes.subject
Free OU Course- encouraging book talk in the school library

# data[].attributes.attachment_link.keywords[]
encouraging book talk in the school library

# data[].attributes.attachment_link.title
Encouraging book talk in the school library

# data[].attributes.attachment_link.description
As adults we sometimes struggle to justify our feelings about particular books, but children are quite clear about what they like and don't like. It is possible to get children to discuss why they...

# data[].attributes.body
Information on high quality picture books plus links to plans

# data[].attributes.body
Social online reading journal

# data[].attributes.attachment_link.description
Find and read more books you'll love, and keep track of the books you want to read. Be part of the world's largest community of book lovers on Goodreads.

# data[].attributes.body
Posters about inclusivity in books from Dean Boddington

# data[].attributes.body
A great website to support parents with reading. Lots of booklists, ideas and activities to carry out!

# data[].attributes.body
A display idea from Dean Boddington to promote wider reading

# data[].attributes.body
A directory of authors who carry out Skype visits

# data[].attributes.attachment_link.readable_text
Author of the Happy Hooves series: Ta Dah! & Oh! Oh! Oh!

Author of many picture books and beginner readers - lead author of Project X, the OUP reading scheme

Author of There was a Wee Lassie who Swallowed a Midgie, It's Raining Bats & Frogs and Motor Goose: Rhymes that Go!
As well as the free session, I offer a paid workshop Games Poets Play.

Author of the Celestine and the Hare series: Small Finds a Home, Paperboat for Panda, Honey for Tea, Finding your place,
A Small Song, Catching Dreams. Stories of a small act of kindness

Author of Bringing Down the Moon, The Princess and the Pig, Here Be Monsters, The Clockwork Dragon, The Pig's Knickers, The Santa Trap and many other picture books, pop-up books and early readers.

Author of Doctor Molly's Medicine Case, I Forgot to Say I Love You, Bare Bear, Matty Takes Off, This is the Tree Wibble Wobble, Scritch Scratch, The Snoops, Arctic Song, Smudge & Stripe Series, Jigsaw

Author of The Orchard Book of First Greek Myths, The Orchard Book of Grimm's Fairytales, Orchard Ballet Stories for Young Children, Firebird, The Talking Bird and George and the Dragon

Author of the Farmer Falgu series and other books

Joe Sheridan is a British Sign Language storyteller working with Signed Stories. Joe is available for virtual visits to both signing and regular schools and offers stories from a variety of authors.

Author of picture books Professor McQuark and the Oojamaflip, The Snowflake Mistake, The Snugglewump and Daddy and I

Author of Aerodynamics of Biscuits, How Rude!, The Tide and more!

Author of the Threads series, The Look, You Don't Know Me and The Castle

International kid's stand-up comic, author and CBBC script writer

Author of the Celestine and the Hare series: Small Finds a Home, Paperboat for Panda, Honey for Tea, Finding your place,
A Small Song, Catching Dreams. Stories of a small act of kindness

Author of Help I'm an Alien - Hilarious story of three friends, a misunderstanding and a lot of ice

Spectacular starts to topics, readings, discussions, writing workshops.
Author ofJungle Song, This is the Tree, This is the Oasis, This is the Reef, This is the Mountain, The Snoops, Arctic Song

Author of SWITCH (Oxford) and Monster Makers (Scholastic) - for age 7-9, The Shapeshifter Series, Unleashed Series, Night Series, Frozen In Time, Dark Summer, Car-Jacked and others

Author and illustrator of the Pluto junior fiction series: Letter to Pluto, Homework on Pluto and (coming soon) Teacher on Pluto

Author of middle-grade fantasy novels Aesop's Secret, Key to Kashdune and Servalius Window.

# data[].attributes.attachment_link.title
VIRTUAL AUTHORS UK : The directory of authors who Skype with UK schools

# data[].attributes.attachment_link.description
Author of the Happy Hooves series: Ta Dah! & Oh! Oh! Oh! Author of many picture books and beginner readers - lead author of Project X, the OUP reading scheme Author of There was a Wee Lassie who Swallowed a Midgie , It's Raining Bats & Frogs and Motor Goose: Rhymes that Go!

# data[].attributes.body
A podcast for parents and teachers to help keep you updated with the latest children’s books and recommended reads.

# data[].attributes.attachment_link.readable_text
About This Show

Show Info:

A podcast for parents and teachers to help keep you updated with the latest children's books and recommended reads. Tune in for reviews, interviews and other special content. #Education #Kidlit #LibraryGirlAndBookBoy #FunnyBookChat.Read more "

Listen Whenever

Related Shows

Most Recent Episode

Children's books in translation with Antonia Lloyd-Jones.

My first interview with a translator of children's books (from Polish to English). I chat with Antonia Lloyd-Jones about translating 'Oscar Seeks a Friend' by Pawel Pawlak and the role she plays in promoting literature from other countries to U.K. publishers. Fascinating!

Read more "

Episodes of This Show

# data[].attributes.attachment_link.description
Listen to Library Girl and Book Boy episodes free, on demand. A podcast for parents and teachers to help keep you updated with the latest children's books and recommended reads. Tune in for reviews, interviews and other special content. #Education #Kidlit #LibraryGirlAndBookBoy #FunnyBookChat.

# data[].attributes.body
Padlet curated by Richard Ruddick featuring graphic novel ideas for KS2+

# data[].attributes.body
Padlet curated by Mat Tobin of the longlist for the CILIP Greenaway longlist

# data[].attributes.body
Hosted by Scott Evans, the Primary School Book Club discusses a book chosen by a vote.  Twitter chats happen on the last day of month: 7-8pm (unless otherwise notified)

# data[].attributes.body
Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly (2009). Teachers as readers: building communities of readers. Literacy, 43(1) pp. 11–19.

# data[].attributes.body
A study into ethnic representation in children's literature

# data[].attributes.attachment_link.description
CLPE's work is informed by our research and development projects designed to improve literacy teaching in primary schools. These include Reflecting Realities, Power of Pictures, Reading for Pleasure and Power of Poetry.

# data[].attributes.body
A calendar created by Sadie Phillips that features a wide range of Reading and Writing opportunities and events

# data[].attributes.attachment_link.readable_text
Last year, I created a Literacy Calendar - something I'd wanted to sink my teeth into for a long time. I've always felt it would be one of those things that's incredibly useful to have and to share with staff, yet something we rarely have time to research or create! It proved so popular amongst the EduTwitter community last year that I've decided to share it once again. I hope it will inspire meaningful, purposeful, enjoyable writing and reading in your schools.

This year, I have improved the calendar to include a mixture of writing and reading competitions, events, days, weeks and festivals. Each event has a date (as accurate as it could be at the time of making!), blurb about the event, weblink and twitter handle or hashtag. Once again, I've also included some key children's book award dates, as it's always good to keep an eye out for new and exciting quality texts to use within the classroom. Lastly, I've introduced a couple of poetry shadowing schemes for schools (new this year!) as these are excellent opportunities to engage children with poetry!

I hope that these easily digestible diary dates will enable you and your school to promote literacy and engage children in a plethora of exciting reading and writing for pleasure activities. I do not expect everyone to participate in everything, but rather teachers can pick and choose what would suit their class, school or curriculum topic throughout the year.

I have decided to share the Literacy Calendar with everyone - for FREE! All I ask is that you simply share a link to this blog in return. Thank you and enjoy!

DOWNLOAD FOR FREE NOW! Literacy-Calendar-2019-20

Top Tip! Use it with your Literacy team, at an INSET or even a whole staff meeting at the start of the school year, so that everyone can be involved in promoting pupils' love for reading and writing across the whole school.

Can you think of something I may have missed? Please let me know in the comments below...

# data[].attributes.attachment_link.description
Last year, I created a Literacy Calendar - something I'd wanted to sink my teeth into for a long time. I've always felt it would be one of those things that's incredibly useful to have and to share with staff, yet something we rarely have time to research or create!

# data[].attributes.body
BOP Consulting/The Reading Agency- A literature review focusing on the impact of reading for pleasure

# data[].attributes.body
In the Reading Corner is a monthly podcast for teachers, student teachers and librarians. Bringing you news about the latest literacy research, authors, children's books and exciting projects.

# data[].attributes.attachment_link.readable_text
In the Reading Corner

In the Reading Corner is a podcast for teachers, student teachers and librarians. Bringing you news about the latest literacy research, authors, children's books and exciting projects.

In the Reading Corner's tracks

# data[].attributes.attachment_link.description
In the Reading Corner is a podcast for teachers, student teachers and librarians. Bringing you news about the latest literacy research, authors, children's books and exciting projects.

# data[].attributes.body
Free ebooks, audiobooks, comics and graphic novels from Liverpool Library service

# data[].attributes.attachment_link.description
Free ebooks, audiobooks and magazines to download

# data[].attributes.body
Independent booksellers- members (£5 a year) can access lists on a range of topics and discounts

# data[].attributes.attachment_link.readable_text
About Letterbox Library

For over 30 years, Letterbox Library has been a leading children's bookseller and education supplier, bringing teachers, librarians and parents the best in inclusive children's books.
We are famous for our book selection process:

we specialise in books in which all children can see themselves and which reflect our world community in all of its diversity;

we use an expert team of volunteers, including teachers & children, to review and choose all of our books;

inclusive content is not enough; our reviewers only select books which also show excellence in storyline/artwork;

we are passionate about resisting commercial trends; we want to offer children real choices in what they read;

we are also known for our books promoting social justice.

We are a not-for-profit social enterprise.

we are committed to providing you with high quality and honestly priced products

for full access to this site & discounts, you can become a member of Letterbox Library for just £5 a year Click here....

# data[].attributes.attachment_link.title
Multicultural Diversity Children's Books - Letterbox Library

# data[].attributes.attachment_link.description
A leading supplier of multicultural, gender equality and special issue books for children. Celebrating equality and diversity for over 30 years. Click here to see more.

# data[].attributes.headline
The Thing About Books... Let's Talk About Books

# data[].attributes.subject
The Thing About Books... Let's Talk About Books

# data[].attributes.body
Article about creating an ethos of reading for pleasure and great tips on how to do so

# data[].attributes.headline
Reading For Pleasure In Schools Facebook Page

# data[].attributes.subject
Reading For Pleasure In Schools Facebook Page

# data[].attributes.body
Ideas and discussion about how to develop genuine Reading for Pleasure cultures in schools.

# data[].attributes.attachment_link.description
Reading for Pleasure in schools has 4,427 members. Ideas and discussion about how to develop genuine Reading for Pleasure cultures in schools.

# data[].attributes.body
Booklist of suitable books for KS1/LKS2/UKS2 from Ashley Booth
https://theteachingbooth.wordpress.com/2017/06/24/100-book-lists-for-primary-classroom/

# data[].attributes.body
Comments from authors on why people should read- curated by Ashley Booth

# data[].attributes.attachment_link.description
I asked authors on Twitter why they thought children should read, here are the collated responses.

# data[].attributes.body
The blog behind the twitter handle @_Reading_Rocks_ - full of book recommendations, resources for developing reading for pleasure and information about RFP events and conferences

# data[].attributes.attachment_link.readable_text
Reading Rocks is a place for anyone who wants to make reading rock for EVERY reader.

We just love to #ShareTheBookLove and we are the home of #RR_Chat .

Site created and managed by Heather Wright

# data[].attributes.attachment_link.description
Reading Rocks is a place for anyone who wants to make reading rock for EVERY reader. We just love to #ShareTheBookLove and we are the home of #RR_Chat . Site created and managed by Heather Wright

# data[].attributes.body
A children's literature magazine

# data[].attributes.attachment_link.title
Books For Keeps – The Children’s Book Magazine Online

# data[].attributes.body
Book reviews and book lists
https://www.lovereading4kids.co.uk/

# data[].attributes.headline
UK Middle Grade (8-12 years old approx) literature from BAME Authors 

# data[].attributes.subject
UK Middle Grade (8-12 years old approx) literature from BAME Authors 

# data[].attributes.body
Curated by Di Leed based on an initial list from Mariam Khan

# data[].attributes.wish_content.attachment_props.text
Thanks to @helloiammariam  we have a (now updated!) starter list for BAME/Poc YA and MG fiction for release in 2019. So get ordering and reading! And please use the comment functionality to add titles >>>   https://t.co/fLCIxYOsCR  
  #ReflectingRealities #ReadTheOnePercent

# data[].attributes.wish_content.attachment_props.original_text
Thanks to @helloiammariam  we have a (now updated!) starter list for BAME/Poc YA and MG fiction for release in 2019. So get ordering and reading! And please use the comment functionality to add titles >>>   https://t.co/fLCIxYOsCR  
  #ReflectingRealities #ReadTheOnePercent https://t.co/yhoW9GLS9g

# data[].attributes.attachment_link.embed_code
Thanks to @helloiammariam we have a (now updated!) starter list for BAME/Poc YA and MG fiction for release in 2019. So get ordering and reading! And please use the comment functionality to add titles >>> https://t.co/fLCIxYOsCR
#ReflectingRealities #ReadTheOnePercent pic.twitter.com/yhoW9GLS9g
— Diane Leedham (@DiLeed) February 17, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Thanks to @helloiammariam  we have a (now updated!) starter list for BAME/Poc YA and MG fiction for release in 2019. So get ordering and reading! And please use the comment functionality to add titles >>>   https://t.co/fLCIxYOsCR  
  #ReflectingRealities #ReadTheOnePercent https://t.co/yhoW9GLS9g

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Thanks to @helloiammariam  we have a (now updated!) starter list for BAME/Poc YA and MG fiction for release in 2019. So get ordering and reading! And please use the comment functionality to add titles >>>   https://t.co/fLCIxYOsCR  
  #ReflectingRealities #ReadTheOnePercent https://t.co/yhoW9GLS9g

# data[].attributes.attachment_link.metadata.attachment_props.text
Thanks to @helloiammariam  we have a (now updated!) starter list for BAME/Poc YA and MG fiction for release in 2019. So get ordering and reading! And please use the comment functionality to add titles >>>   https://t.co/fLCIxYOsCR  
  #ReflectingRealities #ReadTheOnePercent

# data[].attributes.headline
Teachers' Knowledge of Children's Literature-Open University 

# data[].attributes.subject
Teachers' Knowledge of Children's Literature-Open University 

# data[].attributes.body
Audits, guides and other resources based on research into the importance of teachers having a good knowledge of children's literature

# data[].attributes.attachment_link.readable_text
Summary of key findings

In order to successfully foster RfP, the TaRs research project found that teachers need a wide and up to date knowledge of children's literature and other texts.

In this short film researcher Professor Teresa Cremin and teacher Claire Williams explain the implications of the findings and how we can address them in our teaching practice.

Developing this subject knowledge enabled teachers to:

Engage enthusiastically and reciprocally as readers in school

Make one to one reader recommendations tailored to specific children

Articulate an informed and strategic rationale for selecting/using texts as part of their RfP pedagogy

Identify multi-layered texts that inspire and enrich literary experiences

Build reciprocal and interactive reader to reader relationships with staff and children.

More research details

Teachers' knowledge of children's literature and other texts is not commonly regarded as part of the subject knowledge required of teachers, yet the Teachers as Readers (TaRs) research has shown it is highly significant in developing children as readers who can and DO choose to read.

The Phase I survey (Cremin et al., 2008) revealed that, whilst teachers do read for pleasure themselves, (73.2% of the 1200 respondents had read for pleasure in the last month), they have limited and limiting repertoires of children's authors, poets and picture fiction creators and rely upon childhood favourites and 'celebrity' authors.

Only 46% of the teachers named 6 children's authors. Roald Dahl dominated the list (744), with Michael Morpurgo (343) Jaqueline Wilson (323) and JK Rowling (300) receiving 300 or more mentions.

Only 10% of the teachers named 6 poets (22% named none at all). Michael Rosen (452) led the list, with Alan Ahlberg, (207) Roger McGough (197), Roald Dahl (165) and Spike Milligan (159) receiving over 150 mentions.

Only 10% of the teachers named 6 picture fiction creators (24% named none at all, regardless of Key Stage). Quentin Blake (who illustrated for Roald Dahl, himself and others) led the list (423), with Anthony Browne (175), Alan Ahlberg (146), Shirley Hughes (123), and Mick Inkpen (121) receiving over 100 mentions.

This scant knowledge represents cause for concern. Road Dahl , who was cited by many teachers as their favourite childhood author, was also the most cited 'good' author and was the most popular author to read aloud in class (Cremin et al, 2008a,b). His dominance further reduces the range and breadth of writers being introduced to children and suggests that the profession is over-dependent upon a narrow range of authors and texts. The project's Phase I data suggest that teachers may not possess sufficient knowledge to foster reading for pleasure and reader development and indicate they may find it difficult to prioritise children's engagement and response as readers in school.

In the Phase II project the teachers, whose own questionnaires indicated not dissimilar results and reliance on 'celebrity' authors, sought to develop their repertoire of children's literature and other texts. They set themselves targets, individually and in groups and read and discussed their reading. Book swapping between them became common practice as they recommended books they had read and enjoyed to each other. Through these and other practices, communities of readers developed and teachers learnt from each other.

Teachers gradually started to respond to texts in a more aesthetic manner and came to consider how reader responses relate to their life experiences, knowledge, culture and context (Rosenblatt, 1978). Significantly they began to read children's literature as engaged readers, not just as teachers, and their discussions with one another as teachers shifted from being about how a book could be used to teach specific literacy objectives to focusing upon how it affected them as readers. Their widened repertoires increased their assurance as teachers.

Knowing more authors has made the world of difference to my confidence as a teacher, my ability to talk children about what they are reading (even if I don't know the actual book, I often know other books by that author, and it's given me a platform to talk about what I've read, to recommend and encouraged me to read more. (TaRs teacher, Suffolk)

The Phase II project demonstrated that, when teachers recognise their professional responsibility to expand their repertoires of children's literature and other texts, they are enabled to talk about such texts, make tailored reader to reader recommendations and foster reading for pleasure. Without secure subject knowledge and thoughtful appreciation of reading and being a reader, teachers are not effectively able to employ a reading for pleasure pedagogy.

This summary draws upon the following papers which are available at http://oro.open.ac.uk/

Cremin, T., Mottram, M., Bearne, E. and Goodwin, P. (2008) Exploring teachers' knowledge of children's literature Cambridge Journal of Education 38 (4): 449-464.

Cremin, T. (2010) Motivating children to read through literature in G. Gillon, J. Fletcher, and F. Parkhill, (Eds) Motivating literacy learners in today's world Auckland: New Zealand Council for Educational Research (NZCER)

To read more about the research: see the Executive Summaries, related papers on http://oro.open.ac.uk/ or the core book, or the UKLA/Primary National Strategy professional development guide to developing reading for pleasure (based upon TaRs, Cremin et al., 2008).

Practical classroom strategies

The project had a massive impact on my knowledge of children's books which was previously over-reliant on Dahl! Now I'm using a range, including picture books, poetry, choose your own adventure, comedy, mystery and multicultural literature and have a large bank of books I can use and recommend.
(TaRs teacher, Birmingham).

1. Adopt an author or ten!
Focus on getting to know the work of one writer really well or even a pair. Stuck on who to choose? Are you familiar with, for example, the work of Mini Grey; Patrick Ness; Ian Whybrow; Frank Cotterell Boyce or the partnership between Jeanne Willis and Korky Paul? BookMatch in Oxford Owl offers good summaries which may help.
2. Inspirational illustrators: select your top five
Find ten picture books in school and choose the 5 you like best, then look up the creators on the web , either alone or as a class or with staff and find out about and then share your top five. Matt Tobin's padlet will help - or try Letterpress
3. Playful poets: widen your repertoire
Set yourself the challenge of getting to know the work of a new poet each term- read their work to the children and focus on their style, themes, and voice. Many have websites and YouTube also offer audio readings to enjoy.
4. Comic capers, magazine malarkey and news
Ask children to bring favourite comics to share with you and /or visit the local newsagent to see the range. What are the most popular in your school? Check out sites which offer support for using newspapers, magazines and comics and read, share and enjoy. See Scottish Booktrust for example.
5. Take the world literature challenge
Focus on getting to know authors who include a focus on diversity and write tales set in other countries. Examine the texts in your classroom; do they reflect the diversity of the children? Explore the texts at Letterbox library.

6. Explore digital book apps
Digital books are growing in popularity. Have a look at recent award winners, such as those from Nosy Crow below. Flip Flap Safari won the 2015, Goldilocks and little bear won the 2016 UKLA Digital Book Award. Check out the criteria to help make your own choices.
7. Read award winners
Annually librarians select brilliant new books for the Carnegie (novelists) and the Kate Greenaway (illustrators) Medals are awarded in June: http://www.carnegiegreenaway.org.uk.

The shortlists of both are well worth reading, as are the shortlists for the UKLA Children's Book Awards, chosen by teachers for teachers: https://ukla.org/awards/ukla-book-award
8. Invite your class to set you a reading challenge
Dare yourself to step outside your comfort zone and invite your class to set you a challenge - a genre, an author or a particular book that you are invited to read. You might offer challenges back too when you've completed yours!
9. Create an Alphabet of Authors
Try creating an A-Z of authors (or poets/picture fiction creators) as a snowball in class or in the staffroom. Start alone, then add to in pairs, groups and as a whole class. Create a wall display with visuals in a corridor.
10. Visit a brilliant bookshop
Some high street bookshops have specialist knowledge of children's literature, but if you seek our local specialist stores or online booksellers you'll find much more diversity. We like Norfolk children's book centre and Just Imagine Story Centre amongst many others.

# data[].attributes.attachment_link.title
Teachers' knowledge of children's literature and other texts |

# data[].attributes.attachment_link.description
In order to successfully foster RfP, the TaRs research project found that teachers need a wide and up to date knowledge of children's literature and other texts. In this short film researcher Professor Teresa Cremin and teacher Claire Williams explain the implications of the findings and how we can address them in our teaching practice.

# data[].attributes.body
A website filled with book lists and recommendations for books relating to different subject topic areas

# data[].attributes.attachment_link.title
BooksForTopics: Recommended children's books and booklists sorted by age or topic

# data[].attributes.attachment_link.description
BooksForTopics help millions of users each year find recommended children's books, including booklists for primary curriculum subjects, the best new children's books, and recommendations of the best books by age or year group.

# data[].attributes.attachment_link.readable_text
Looking for a great book on a theme? Our booklists can help you discover some brilliant children's books that your little one will love.

Our booklists cover a large range of subjects, from everyday issues to genre, disability, diversity, sporty books, funny books, and more. Can't find what you're looking for? Email us and we'll do our best to help.

# data[].attributes.attachment_link.description
Looking for a great book on a theme? Our booklists can help you discover some brilliant children's books that your little one will love. Our booklists cover a large range of subjects, from everyday issues to genre, disability, diversity, sporty books, funny books, and more. Can't find what you're looking for?

# data[].attributes.body
A range of reading lists from Lucas Maxwell at Glenthorne High School

# data[].attributes.attachment_link.description
Year 7 & 8 Action & Adventure Horror Comedy Fantasy / Sci-Fi / Dystopia War Animals Non-Fiction Awa...

# data[].attributes.headline
Simon Smith's Wonderful Books for Different Year Groups

# data[].attributes.subject
Simon Smith's Wonderful Books for Different Year Groups

# data[].attributes.body
Fantastic ideas for great read louds for different year groups (primary)

# data[].attributes.body
A reading list for older secondary pupils from Lucas Maxwell at Glenthorne High School

# data[].attributes.attachment_link.readable_text
I've recently created this to give to teachers so students coming into KS4 (Year 10 & 11 / Grades 9 and 10) can come and choose them to read over the summer. Feel free to use if you find it helpful!

# data[].attributes.attachment_link.description
I've recently created this to give to teachers so students coming into KS4 (Year 10 & 11 / Grades 9 and 10) can come and choose them to read over the summer. Feel free to use if you find it helpful!

# data[].attributes.body
A great site from Scott Evans (@MrEPrimary on Twitter) full of useful recommendations and booklists for different year groups.

# data[].attributes.attachment_link.title
Year Groups (Top 100 Reads) - The Reader Teacher

# data[].attributes.attachment_link.description
Here you will find our best book recommendations for Nursery, Reception, Year 1, Year 2, Year 3, Year 4, Year 5 and Year 6. The top reading choices for schools all in one place. Early...

# data[].attributes.body
A magazine and listings for diversity in children's literature

# data[].attributes.attachment_link.readable_text
search.local search.archive

search.noResults

search.searching

search.close

note.delete note.browse note.ok

search.noResults

search.searching

orderForm.title

orderForm.deliveryDetails.billingAddress

orderForm.deliveryDetails.deliveryAddress

orderForm.deliveryDetails.additionalInformation

orderForm.dismissOrderForm orderForm.next orderForm.previous orderForm.send

# data[].attributes.body
Searchable by age and theme/genre

# data[].attributes.attachment_link.readable_text
Looking for your child's next favourite read? You've come to the right place.

Our Bookfinder will help you discover the very best kids' books: magical mysteries, astonishing adventures and fantastic non-fiction. Simply choose an age range, pick as many themes as you want to search through thousands of book reviews, and get reading. Enjoy!

Find children's books for every age...

BookTrust HomeTime

Looking for something fun as a family? Enjoy storytime with our free online books and videos, play games, win prizes, test your knowledge in our book-themed quizzes, or even learn how to draw some of your favourite characters.
Go to the HomeTime hub

100 best children's books

Check out our list of the 100 best books for children from the last 100 years: the ultimate booklist to read before you're 14.

Waterstones Children's Laureate

Find out everything that's going on with the 11th Waterstones Children's Laureate, Cressida Cowell, as she takes on the job from 2019-22.

What's happening?

Make sure you don't miss a thing with our news and features about everything to do with the children's book world.

Back to top

# data[].attributes.attachment_link.description
Looking for your child's next favourite read? You've come to the right place. Our Bookfinder will help you discover the very best kids' books: magical mysteries, astonishing adventures and fantastic non-fiction. Simply choose an age range, pick as many themes as you want to search through thousands of book reviews, and get reading.

# data[].attributes.body
A really useful resource full of ideas for secondary libraries

# data[].attributes.attachment_link.readable_text
I made this 2-sided PDF with Google search tips that I'm sharing with our Year 12 and 13 students this year as part of their Extended Project Qualification.

Feel free to use it if you think it would be helpful to your students!

# data[].attributes.attachment_link.description
I made this 2-sided PDF with Google search tips that I'm sharing with our Year 12 and 13 students this year as part of their Extended Project Qualification. Feel free to use it if you think it would be helpful to your students!

# data[].attributes.headline
Developing Teachers Subject Knowledge of Children's Literature- Books for Keeps

# data[].attributes.subject
Developing Teachers Subject Knowledge of Children's Literature- Books for Keeps

# data[].attributes.body
Article about UKLA work on Teachers as Readers

# data[].attributes.attachment_link.readable_text
For primary teachers, knowledge of children's literature and of individual children and their reading interests is essential in order to support the development of younger readers. If a shared knowledge of and enthusiasm for texts is developed between children and teachers, this is likely to prompt regular sharing and discussion and enrich reader motivation. The first phase of the UKLA Teachers as Readers project (2006-7) revealed that primary teachers were reliant upon a limited canon of children's writers and know very few poets or picture book creators (see BfK No 167, Nov 2007). The second phase of the project therefore aimed to promote knowledge of children's literature with teachers. Fiona M Collins, Teresa Cremin, Marilyn Mottram, Sacha Powell and Kimberly Safford report on its impact.

Teachers need to be familiar with a wide range of authors and poets including contemporary writers and illustrators. Those who have a secure knowledge of a range of literature are not only more able to recommend the right text for the right child, they are also better positioned to create a community of readers in the classroom. Children, like adults, develop reading preferences and teachers need to be able to match texts to individual children's interests and needs. This intervention not only increases the child's reading repertoire but offers young readers the opportunity to make links between their readings. From this shared knowledge of texts, rich text talk can develop between participants who have read the same book, poem or other literature. As Aidan Chambers stated over 30 years ago:

'Unless a school is staffed by people who enjoy books and enjoy talking to children about what they read then it is unlikely that they will be very successful in helping children to become readers.' (1973:22).

The second phase

Phase II: Teachers as Readers: Building Communities of Readers (2007-8) placed a strong emphasis on developing teachers' subject knowledge of children's literature and other reading material. Throughout the project, which was undertaken in five Local Authorities (LA), books were shared with and by teachers on National Days and in LA professional developments sessions. The Book Talk sessions held on each of the National Days gave everyone involved the opportunity to discuss and reflect on the texts they had brought to share (one for adults and one for children). These sessions were extremely popular and peer recommendation became a significant way in which the teachers widened their repertoires.

It was clear from the outset that the teachers were at different starting points in relation to their knowledge of children's literature. They had completed an initial questionnaire which indicated that while a few were knowledgeable and enthusiastic, most were over dependent on their own childhood reading or only familiar with the texts (or even extracts from texts) which they used to teach PNS (Primary National Strategy) literacy objectives. In their interviews, several acknowledged the need to update their knowledge:

'I think I have good knowledge of children's literature from say when I was young but my problem is that I haven't got knowledge of more contemporary children's authors. ...I read a lot when I was younger and perhaps I'm still stuck in the '80s.'

It appeared that many of the teachers who had trained in recent years had a particularly limited subject knowledge, some considered that literature had not been profiled sufficiently in their teacher training, some acknowledged an over reliance on Dahl and others admitted that they had no idea what their pupils enjoyed reading. There was much work to be done.

Broadening reading repertoires

In each of the five LAs teachers were encouraged to broaden their subject knowledge, set themselves personal reading targets and keep lists of what they had read with annotated notes alongside. Regular allocated time to share their personal and professional reading appears to have been crucial in developing their subject knowledge. As the year progressed the teachers' subject knowledge and attitude to children's reading material developed and became much more positive. Many of the teachers' final evaluations reflected the impact that the project had on their individual knowledge bases:

'Huge! Previously familiar with books my own children read and a few regular favourites used in units of work with Year 5, eg Michael Morpurgo. Have found myself reading much more varied selections of books as a result of the project and now I have lists of recommendations that I intend to get to eventually.''Well, we are so much more confident - both of us. We... if we're honest we cheated on the first questionnaire. We just couldn't complete it so we looked on the internet. Now we are moving away from the traditional British authors.'

All of the teachers extended their reading repertoires and began to travel from known and familiar territory into new and unknown terrain. They acknowledged the need to diversify and to broaden their reading repertoires and some engaged with texts that they would not otherwise have read. Several, for example, read a graphic novel for the first time, challenged either by their children's interest in them or as a result of a friend's recommendation. This freedom to choose and to talk about what they read enhanced their pleasure in reading:

'I feel like the project has given me permission to read again, to choose, connect and enjoy books for their own sake in school and out.'

One teacher set up boxes of books for her reluctant Year 6 boys. The texts were deliberately chosen to engage these unenthusiastic boys - which they did! In order to be able to discuss these texts with her pupils, this female teacher read all of them but acknowledged she would not have normally have read them as they were 'books for boys'!

The impact of the teachers' new found enthusiasm for books cannot be understated. There was considerable evidence that it spilled over into their relationship with the young readers in their classes and made a significant difference to the children's own interest and attitudes towards reading and texts (Cremin et al., 2009):

'It has made me look again at new books, authors, illustrators - all which has given me enthusiasm to share with the children in the class.''Reading again has given me back enthusiasm when I am reading to the children. Their enthusiasm has been rubbing off on me as they love their daily story time and so I've given myself more time for my own reading - it works both ways.'

Some teachers began to consider the books they used with their pupils in relation to the children's out-of-school interests. A reception class teacher in one authority focused on Lauren Child as she knew that her pupils enjoyed the 'Charlie and Lola' cartoon television series. She used the children's prior knowledge and enthusiasm for the series as a springboard to introduce them to Lauren Child's books. Before being involved in the TaRs project she admitted that she had no knowledge of Lauren Child titles.

The power of recommendation

Two National Days were held at Scholastic's headquarters in London and during the lunch break everyone had an opportunity to peruse the books on display. Generously, Scholastic gave out free 'goody' bags on each occasion with proof copies and information about titles. One proof copy was of Ways to Live Forever by Sally Nicholls, a first novel.

This amusing and sensitive book moved all those who read it. It became part of the participants' shared book knowledge, featuring in many later book talk discussions:

'I couldn't put it down - I loved it. I read an extract to my son because his godmother has leukaemia.''I passed it onto Poppy, who told me she cried too and now it's being read avidly and loads of children have come to talk to me about it. I can't wait to get a final copy to see if it's laid out differently - that'll be fascinating.'

Across the five authorities certain texts, through the power of recommendation, became popular and were widely circulated. Alongside Ways to Live Forever, they included: The Boy in the Striped Pyjamas by John Boyne, Our Big Blue Sofa by Tim Hopwood, The Snow Dragon by Vivian French and Little Mouse's Big Book of Fears by Emily Gravett. In addition, adult books such as A Thousand Splendid Suns by Khaled Hosseini and Alan Bennett's The Uncommon Reader were widely read. Teachers began to recognise the power, potential and importance of peer recommendation for themselves and sought to establish opportunities for their children to talk more informally about texts and make recommendations to each other. As a result reciprocal recommendations occurred in many classes, where the children took it on themselves to suggest titles to their teachers and the teachers read and discussed these with interest.

Thoughtful responses

Teachers also began to consider the impact of books upon them personally and started to respond to new texts 'aesthetically' and to understand how reader response is affected by personality, needs, interests, knowledge and culture (Rosenblatt, 1978). For example one commented:

' I have thought more about the books I have read, rather than racing through a book and then on to a new one.'

In the National Day Book Talk sessions teachers' responses reflected this sense of thoughtful consideration and there was evidence of them responding to children's books more as readers, than as teachers/pedagogues:

'Very cleverly written - with repeated phrases. The realisation and innocence of it all. There's a moment in the book when he has his hair cut and the realisation of what could happen hits you.'

This teacher's comment reflects her understanding of the significance of a haircut in The Boy in the Striped Pyjamas. In this response she brought together her prior knowledge of the atrocities of WWII, with her reading of a modern children's novel, thus reflecting the power of narrative on the reader.

The focus of the teachers' National Day Book Talk discussions shifted across the year. Initially these had focused on the value of a book in relation to its potential to teach particular literacy objectives and to the amount of work which might be developed from the text. Later in the year discussions were much more focused on a text's meaning, how it affected them as readers and what connections it triggered. Their arguably limited initial perceptions of children's literature as a tool to teach literacy was both widened and questioned through their engagement in wider reading, through their involvement in a community of adult readers and through their attention to developing children's reading for pleasure, which was the core aim of the project.

For more information about the project and the Executive Summary and recommendations see www.ukla.org

References

Chambers, A (1973) Introducing Books to Children, London: Heinemann

Cremin, T, Mottram, M, Collins, F, Powell, S and Safford, K (2009) Teachers as readers: building communities of readers Literacy 43 (1):11-19.

Rosenblatt, L (1978) The Reader, the Text, the Poem: Transactional Theory of the Literary Work, Carbondale, Ill: Southern Illinois Press

Fiona M Collins, Teresa Cremin, Marilyn Mottram, Sacha Powell and Kimberly Safford are the UKLA Research Team.

# data[].attributes.attachment_link.title
Developing Teachers' Knowledge of Children's Literature: Teachers as Readers, Phase II

# data[].attributes.attachment_link.description
For primary teachers, knowledge of children's literature and of individual children and their reading interests is essential in order to support the development of younger readers. If a shared knowledge of and enthusiasm for texts is developed between children and teachers, this is likely to prompt regular sharing and discussion and enrich reader motivation.

# data[].attributes.headline
Reading for Pleasure: What We Know Works- CLPE

# data[].attributes.subject
Reading for Pleasure: What We Know Works- CLPE

# data[].attributes.body
A publication based on the findings of the CLPE's Power of Reading project

# data[].attributes.attachment_link.readable_text
Our Power of Reading project has given us a unique perspective on the successful teaching of reading in Primary schools. This recently updated publication sets out the things that teachers have told us need to be in place and considered in schools if they are going to be able to encourage a lifelong love of reading and literacy learning. This is part of our 'What We Know - What We Know Works' series. Download the other publications.

We are sharing the latest version of this publication (and giving out free hard copies) at our Chartered College Network Event in November (see our training and courses section)

# data[].attributes.attachment_link.title
Reading for Pleasure - What We Know Works

# data[].attributes.attachment_link.description
Our Power of Reading project has given us a unique perspective on the successful teaching of reading in Primary schools. This recently updated publication sets out the things that teachers have told us need to be in place and considered in schools if they are going to be able to encourage a lifelong love of reading and literacy learning.

# data[].attributes.headline
Choosing and Using Quality Texts: What We Know Works- CLPE

# data[].attributes.subject
Choosing and Using Quality Texts: What We Know Works- CLPE

# data[].attributes.body
A publication which focuses on how to develop collections of quality literature in schools.

# data[].attributes.attachment_link.title
Choosing and Using Quality Children's Texts - What We Know Works

# data[].attributes.attachment_link.description
This publication shares what we know about choosing and using quality children's texts.

# data[].attributes.body
A great blog by a secondary teacher and avid YA reader.
http://www.hearthfire.bethkemp.co.uk/
Also see- http://bethkemp.co.uk/teachers/

# data[].attributes.body
International Board on Books for Young People (IBBY) website features a great range of book reviews

# data[].attributes.attachment_link.description
See our latest book reviews and search for all previous reviews. We'll be adding more over the coming months, so check back to see if your favourite book has been reviewed by us.

# data[].attributes.body
A new research study commissioned by Egmont Publishing UK in collaboration with St Joseph’s Catholic Academy in Stoke on Trent, The Book People and Family, Kids & Youth research.

# data[].attributes.body
A twitter thread started by Teresa Cremin where teachers/librarians etc shared how they fund their book buying

# data[].attributes.wish_content.attachment_props.text
How do you fund book buying in school? 📚📚 Let’s share ideas! 🌈First up:BOOK SWAPS! With raffle tickets and Book Share boxes... Other ways? @jonnybid @son1bun @one_to_read @juliedoyleRR21 @MrEPrimary ? @OpenUni_RfP #OURfP

# data[].attributes.wish_content.attachment_props.original_text
How do you fund book buying in school? 📚📚 Let’s share ideas! 🌈First up:BOOK SWAPS! With raffle tickets and Book Share boxes... Other ways? @jonnybid @son1bun @one_to_read @juliedoyleRR21 @MrEPrimary ? @OpenUni_RfP #OURfP https://t.co/UKKoQDpf9T

# data[].attributes.attachment_link.embed_code
How do you fund book buying in school? 📚📚 Let’s share ideas! 🌈First up:BOOK SWAPS! With raffle tickets and Book Share boxes... Other ways? @jonnybid @son1bun @one_to_read @juliedoyleRR21 @MrEPrimary ? @OpenUni_RfP #OURfP pic.twitter.com/UKKoQDpf9T
— Teresa Cremin (@TeresaCremin) September 24, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
How do you fund book buying in school? 📚📚 Let’s share ideas! 🌈First up:BOOK SWAPS! With raffle tickets and Book Share boxes... Other ways? @jonnybid @son1bun @one_to_read @juliedoyleRR21 @MrEPrimary ? @OpenUni_RfP #OURfP https://t.co/UKKoQDpf9T

# data[].attributes.attachment_link.metadata.attachment_props.original_text
How do you fund book buying in school? 📚📚 Let’s share ideas! 🌈First up:BOOK SWAPS! With raffle tickets and Book Share boxes... Other ways? @jonnybid @son1bun @one_to_read @juliedoyleRR21 @MrEPrimary ? @OpenUni_RfP #OURfP https://t.co/UKKoQDpf9T

# data[].attributes.attachment_link.metadata.attachment_props.text
How do you fund book buying in school? 📚📚 Let’s share ideas! 🌈First up:BOOK SWAPS! With raffle tickets and Book Share boxes... Other ways? @jonnybid @son1bun @one_to_read @juliedoyleRR21 @MrEPrimary ? @OpenUni_RfP #OURfP

# data[].attributes.body
A padlet of the longlist from the UKLA Book Awards 2019.  Padlet curated by Mathew Tobin.

# data[].attributes.body
Information about the Summer Reading Challenge / Winter Mini Challenge and other projects/programs ran by the Reading Agency

# data[].attributes.attachment_link.readable_text
Celebrating its 10th birthday in 2020, the 500 Words competition, created by Chris Evans, is the UK's largest story-writing competition for children aged between 5 and 13. This year the competition attracted a staggering 134,709 entries. Owing to the global coronavirus pandemic, a special virtual final was organised with some amazing celebrity guests taking part.

The Summer Reading Challenge helps children keep up their reading skills and confidence during the long break from school. Find out more about the Challenge here.

Chatterbooks reading clubs help children build a lifelong reading habit. We estimate that almost 9,000 children belong to Chatterbooks groups, which can be run by anyone with a passion for reading. Find out more about Chatterbooks here.

We're over the moon to announce the release of the book collection for the Summer Reading Challenge 2019, Space Chase. Inspired by the 50th anniversary of the moon landing, Space Chase will take young readers on an out-of-this-world adventure

# data[].attributes.attachment_link.description
Celebrating its 10th birthday in 2020, the 500 Words competition, created by Chris Evans, is the UK's largest story-writing competition for children aged between 5 and 13. This year the competition attracted a staggering 134,709 entries. Owing to the global coronavirus pandemic, a special virtual final was organised with some amazing celebrity guests taking part.

# data[].attributes.body
Lists for EYFS, Y1, Y2, Y3/4, Y5/6 curated by School Improvement Liverpool

# data[].attributes.headline
Books For Values: A useful picture book guide for assemblies and worship

# data[].attributes.subject
Books For Values: A useful picture book guide for assemblies and worship

# data[].attributes.body
Using books throughout the curriculum and in assemblies is a great way to support reading for pleasure.  This guide from Karl Duke (@KarlDuke8 on Twitter) is a wonderful starting point for those wanting to share picture books in assemblies.

# data[].attributes.body
Brochures created by Lucas Maxwell at Glenthorne High School library to help pupils find books that they may like, based on their interest in Harry Potter and Diary of a Wimpy Kid. (KS3)

# data[].attributes.attachment_link.readable_text
I made these readalike brochures using Canva. Each file can be printed and made into a tri-fold brochure. One has 30 alternatives to Diary of a Wimpy Kid and the other has 30 alternatives to Harry Potter, enjoy!

# data[].attributes.attachment_link.description
I made these readalike brochures using Canva. Each file can be printed and made into a tri-fold brochure. One has 30 alternatives to Diary of a Wimpy Kid and the other has 30 alternatives to Harry Potter, enjoy!

# data[].attributes.body
A space to chat about brilliant picturebooks for the primary classroom. Monthly Chat on the 15th of every month.
https://picturebookclub530422885.wordpress.com/chat-questions-and-pictures/

# data[].attributes.body
A padlet with details of the nominated books for the 2020 Carnegie Medal.  Please note: there is a mixture of primary/secondary titles on this list.

# data[].attributes.headline
Children's Books North: Directory of Members

# data[].attributes.subject
Children's Books North: Directory of Members

# data[].attributes.body
A director of authors, illustrators and publishing professionals based in the North. Useful when thinking about booking author events.

# data[].attributes.attachment_link.readable_text
An indispensable directory of Children's Books North members

Tilda Johnson said: ' The Directory is a key resource in our aim to connect the children's book professionals living in our regions, to promote our members' work, and to champion the importance of regional diversity in children's books and the publishing industry.'

Members are listed along with their details, short bios and recent covers, enabling booksellers, librarians, schools, festivals, literacy organisations, agents and publishers to easily get in touch. The Directory is also a valuable resource for authors and illustrators looking to connect with other creatives working in their region and to forge new networks.

Our plan is to update the Directory annually, as the network grows. It will be supported and shared by partners, including BookTrust, Creative UK, Madeleine Lindley, Manchester City of Literature, National Literacy Trust, New Writing North, Publishing Scotland, Read Manchester, SYP North , The Reading Agency and Youth Libraries Group.

'The Directory is such a great initiative to connect the North's brilliant children's writing community with each other and with those that want to work with them or to stock their books. Such a great line-up of talent. Children's books are thriving in the North!'

'As a charity that prides itself on place-based working, having a directory that connects us to local, regional voices in children's books is incredibly helpful. Connecting our Literacy Hubs with a network of authors, poets, illustrators, editors and agents who reflect and represent the communities we work with is vital to our work.'

Marykate McGrath, National Literacy Trust

Read on for further details about our supporters and partners:

BookTrust is the UK's largest children's reading charity. We reach millions of children every year, especially those most in need, supporting them to develop a lifelong love of reading, because reading transforms lives. By encouraging families to share stories from the earliest possible age and championing the wider benefits of reading, we're making reading fun and accessible, so the next generation of readers is broader than ever.

Creative UK champions, connects, supports and invests in creative people and businesses. We're a group of diverse and inclusive professionals who believe in the power of the creative industries to change lives, placing creativity at the heart of the UK's culture, economy and education system.

Our goal is simple: to cultivate a world where creativity is championed, valued, and fundamentally nurtured.

Creative UK unites the creative industries and generates opportunities for innovation to thrive by investing in people and their ideas. We are here for those who dare to imagine: imagine a fairer, more prosperous world, achieved through the power of creativity.

For 35 years Madeleine Lindley Ltd has been passionate about bringing schools and teachers the best books for children. They love to help develop that love of reading and know that giving teachers access to high-quality books is key to achieving that.

From their Book Centre, where you can browse thousands(!) of books, puppets and more, they work hard on orders for schools in the UK and worldwide. Whether that's a bespoke selection, topic books or brand-new titles, Madeleine Lindley use their expert knowledge. Selections are always inclusive, so that every child feels represented by the books they read.

Giving children the chance to meet a real-life author is important, so Madeleine Lindley are proud to take inspiring creators into schools for events and more; and also enjoy working with educational consultants, as well as helping our community.

Manchester City of Literature is now an independent charity that manages the UNESCO designation on behalf of over thirty partner organisations. Our vision is to create an innovative, distinctive, equitable, globally connected city of reading and writing. We want Manchester to be a city where diverse voices are celebrated, creative talent and industries are nurtured and where literary activity changes lives.

The National Literacy Trust is an independent charity dedicated to raising literacy levels across the UK. We work in partnership with publishers, authors, illustrators, poets and storytellers to deliver our work in schools, libraries, prisons, and communities. In the North we currently have dedicated Hub areas in: Blackpool, Bradford, Doncaster, Scotland (Dundee), Manchester, Middlesbrough, North East (Newcastle, Gateshead, Redcar, Stockton), and North Yorkshire Coast (Scarborough, Whitby, Filey).

New Writing North is the development agency for creative writing and reading. B ased in Newcastle upon Tyne since 1996, it is an Arts Council England National Portfolio Organisation. The organisation works in partnership with regional and national partners to produce a range of literary and performance activities including flagship projects such as the Northern Writers' Awards, Young Writers, the Gordon Burn Prize and Durham Book Festival.

As a promoter and producer of festivals and literary events and through its partnerships with schools, libraries, universities and prisons, New Writing North engages audiences with enriching and creative reading experiences.

Publishing Scotland is the network, trade and development body for the book publishing sector in Scotland. We act as the voice and network for publishing, to develop and promote the work of companies, organisations and individuals in the industry, and to co-ordinate joint initiatives and partnership. We are a member association and a charity.

Read Manchester is led in partnership with Manchester City Council and engages local families with books and stories, and inspires them to make reading a priority in their everyday lives.

Read Manchester works with children and young people across all areas as they reach each milestone in their education, helping to end the vicious cycle of illiteracy.

The Reading Agency is a UK charity with a mission to empower people of all ages to read . Evidence shows that reading improves health and wellbeing, life chances and social connections. The Reading Agency champions access to the proven power of reading by providing activities for all ages. Working with public libraries, prisons, hospitals and other community settings, we reach over two million people a year. But with a UK population of over 67 million that's not nearly enough. We want to get more people fired up about reading because everything changes when you read.

Get in touch today to find out more about what we do and to help us on our mission.

The Youth Libraries Group is an active, vibrant special interest group of CILIP for library professionals across the UK with an interest in services for children and young people. Our network supports the delivery of quality and innovative library offers for children and young people. We provide specialist expertise on issues relating to reading and library services for children, and create opportunities for networking. We promote excellence in children's literature and manage the prestigious Yoto Carnegies Medals.

# data[].attributes.attachment_link.title
Looking North: The Children's Books North Directory

# data[].attributes.attachment_link.description
Looking North: An indispensable di rectory of Children's Books North members We are delighted to be launching our Directory of Members, w...

# data[].attributes.headline
#BookMatch from Mr E Primary (The Reader Teacher)

# data[].attributes.subject
#BookMatch from Mr E Primary (The Reader Teacher)

# data[].attributes.body
Posters with recommendations of what to read next based on popular authors

# data[].attributes.attachment_link.description
Find similar suggestions of recommended reads and books for fans of popular children's authors, series and books here.

# data[].attributes.headline
Mercer's Company: RFP/WFP Framework for Practice

# data[].attributes.subject
Mercer's Company: RFP/WFP Framework for Practice

# data[].attributes.body
he CLPE Reading for Pleasure 2021 research report is based on the outcomes of a survey conducted in January 2021. CLPE wanted to find out how teachers/schools were dealing with developing Reading for Pleasure principles and primary literacy teaching during lockdown.

# data[].attributes.body
A calendar of the literary year, created by Sadie Phillips, @SadiePhillips on Twitter.

# data[].attributes.body
Lots of useful research papers on reading.

# data[].attributes.attachment_link.readable_text
One year on from HarperCollins UK's acquisition of Egmont Books (formerly Egmont UK Ltd) from the Danish media group, Egmont, we are delighted to announce our new identity: Farshore.

Historically known as Egmont Insight, our consumer research includes a number of reports on our case studies and insights. We've gathered all of this historic research in one place, with our most recent studies listed first. Each has a full report available for you to read as well as an overview of some key insights.

Our new research, in collaboration with Mumsnet, explores the impact of really focusing on reading for 6 weeks during lockdown. We were interested to find out how children's motivation and enthusiasm to read independently, their attainment and their well-being would be affected by the experience.

Watch the Lockdown Reading Club videos with Parent Testimonials

Why does reading for pleasure matter?
Children's reading for pleasure matters commercially and it matters socially. For the publishing industry it is business-critical (without a desire to read there is no sustainable driver for consumers to buy books and magazines). Beyond the commercial imperative there is something far more significant: reading is important to children's life chances, as well as their well-being, happiness and much more.

Reading for pleasure is not properly understood and is often confused or conflated with literacy. Reading for pleasure is reading for enjoyment, done of free choice, whereas literacy is the ability to read and write. Reading for pleasure feeds literacy because it is challenging to learn something if you don't enjoy it!

Stories and Choices explores the impact of prioritising storytime in school on a child's overall love of reading for pleasure and their progress in reading comprehension. We worked with 7-11 year olds and their teachers from September to December 2018 at St Joseph's Catholic Academy in Stoke on Trent, an area of deprivation and a National Literacy Trust Hub to research exactly this. We returned to the school in the summer of 2019 to assess longer term impact of the project.

Reading to children is a powerful way to encourage them to read for pleasure. Children who are read to daily by their parents are much more likely to be independent readers themselves.

Yet reading to children is decline.

Many parents cease to read to their child once their child has mastered the skills to read independently, believing can read means will choose to read for pleasure. So, what happens if the school steps in to ensure children are read to? This is the simple idea behind our Stories and Choices study. What happens if teachers in Key Stage 2 (7-11 year olds) read aloud to their class daily, with no formal teaching agenda, no testing of comprehension, no cross-curricular projects, no measuring of impact? Simply have storytime for pleasure and nothing more? And, because we know choice is really important to encourage children to read, what happens if we supply a lot of books and magazines?

We decided to see what happened when a school prioritised sharing the pleasure. We worked with 7-11 year olds and their teachers from September to December 2018 at St Joseph's Catholic Academy in Stoke on Trent, an area of deprivation and a National Literacy Trust Hub.

27% of the children are from disadvantaged backgrounds. This is higher than the national average.

8% are from an ethnic minority

13% are from Traveller families

Some of the parents can't read. A sizeable number of children have no or very few books of their own, and most are not read to at home. The school has not had new books for some time; what they do have is not as varied as they'd like; and they only have magazines when teachers buy them.

Print Matters More explores whether it is possible to turn reluctant child readers into passionate readers. Building on insights from Print Matters, the study set out to explore whether the deep emotional connection that reading with a child inspires can influence behaviour change and encourage more reading and more book buying.
Print Matters More Project Extension
Our extension to the Print Matters More research further explores the impact of free choice on a child's interest in, and enthusiasm for, reading for pleasure. It also identifies three roles that parents should take to encourage their child to read for pleasure.

'Print Matters More is such a vitally important initiative' - Michael Morpurgo

A research study commissioned in collaboration with Foyles Bookshops and Family, Kids & Youth Print Matters More builds on the findings from our 2015 study, Print Matters.

The aim of Print Matters was to understand why families prefer to read children's books in print and why children's eBook sales are so low when children are passionate about digital pastimes. The research revealed some very emotional reactions to printed books. Children love being read to. It makes them feel secure and happy. For parents, the shared reading experience prompted feelings of nostalgia and of being a good and loving parent. Print books were often treasured objects, very precious parts of family life, and imbued with significance and emotions.

Our extension to the Print Matters More research further explores the impact of free choice on a child's interest in, and enthusiasm for, reading for pleasure.

It also identifies three roles that parents should take to encourage their child to read for pleasure.

Our annual review of the children's market in 2016 explores consumer trends and the barriers and opportunities for reading and buying, for both books and magazines.

The Reading Magic Project explores why reading to 3-4 year olds is in decline and what can be done to encourage more reading and more book buying in families with children of this age.

The study investigates the impact of giving parents plenty of very specific advice and help and the effect of a stimulating retail environment on reading and book buying.

Our annual review of the children's market in 2017 explores trends in reading and in the book and magazine markets.

Print Matters explores parents' and children's responses to reading children's books, including print books, eBooks, apps and magazines.

The research is made up of two studies conducted with Family Kids and Youth and with The University of Sussex's Children and Technology Lab, part of the School of Psychology. The findings of the two investigations are brought together to form a view of the conscious, unconscious and physical responses to reading.

Reading Street is a study following the changing nature of children's reading. The study includes a number of different aspects, including reading and home life, reading at school, the effect of digital on reading and Christmas traditions.

Click on each chapter below to find out more and download the PDF files to read.

Explore the evolving and moving style of parenting and attitudes to childhood.

Continue the journey through our families' reading lives, and look more closely at what happens when children start school.

Discover the changes in family life that have led to the prevalence of screen time.

Find out how fostering a child's love of reading is important to parents and how this is magnified at Christmas time.

# data[].attributes.attachment_link.description
One year on from HarperCollins UK's acquisition of Egmont Books (formerly Egmont UK Ltd) from the Danish media group, Egmont, we are delighted to announce our new identity: Farshore. Historically known as Egmont Insight, our consumer research includes a number of reports on our case studies and insights.