“Reading Enjoyment” is Ready for School: Foregrounding Affect and Sociality in Children’s Reading for Pleasure

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aut.relation.journalNew Zealand Journal of Educational Studiesen_NZ
aut.researcherBoyask, Ruth
dc.contributor.authorBoyask, Ren_NZ
dc.contributor.authorHarrington, Cen_NZ
dc.contributor.authorMilne, Jen_NZ
dc.contributor.authorSmith, Ben_NZ
dc.date.accessioned2022-10-24T22:41:32Z
dc.date.available2022-10-24T22:41:32Z
dc.description.abstractWhile debate on declines in children’s literacy is ongoing in Aotearoa New Zealand, very little attention in research and policy is paid to reading enjoyment and its capacity to support the reading development of children. Developed alongside a series of studies on children’s reading for pleasure this article makes a theoretically informed argument to place reading enjoyment at the centre of literacy education in schools. Our argument is underpinned by a psycho-social conceptualisation of enjoyment that emphasises the fundamental sociality of emotion. Foregrounding affect and sociality in children and young people’s reading speaks to the potential of teachers being with children <jats:italic>and</jats:italic> their whānau together reading for pleasure. When children are at school they can participate in the sociality of reading for pleasure, sharing its enjoyment with other class members and teachers without coming into conflict with the priorities of life outside of school. If schools embed reading enjoyment in their programmes, they might then have greater capacity to follow the literacy and communication strategy and work towards sharing the collective enjoyment of reading with families, whānau, and communities.en_NZ
dc.identifier.citationNew Zealand Journal of Educational Studies (2022). https://doi.org/10.1007/s40841-022-00268-x
dc.identifier.doi10.1007/s40841-022-00268-xen_NZ
dc.identifier.issn0028-8276en_NZ
dc.identifier.issn2199-4714en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/15545
dc.languageenen_NZ
dc.publisherSpringer Science and Business Media LLCen_NZ
dc.relation.urihttps://link.springer.com/article/10.1007/s40841-022-00268-xen_NZ
dc.rightsThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Com- mons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licen ses/by/4.0/.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectReading enjoyment; Reading for pleasure; Children’s reading; Affect; Literacy education
dc.title“Reading Enjoyment” is Ready for School: Foregrounding Affect and Sociality in Children’s Reading for Pleasureen_NZ
dc.typeJournal Article
pubs.elements-id481919
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Culture & Society
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/Higher Education
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Culture and Society
pubs.organisational-data/AUT/PBRF/PBRF Culture and Society/Education PBRF 2018
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