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Research by The Open University consortia shows the advantages of reading for pleasure and the subsequent benefits for children, but is there evidence that children are supported to read what they like? Despite reading for pleasure being mandated in the research shows pedagogical practices in English primary schools (age 4–11 years) do not enhance children’s experiences of reading (Hempel-Jorgensen et al., 2018; Cremin & Scholes, 2024). International research indicates that the issue is not limited to English schools, as shown by Merga & Mason (2019) and Loh (2024). Their research shows how school libraries can support reading for pleasure. This blog post focuses on the potential of school libraries to support children’s reading for pleasure in primary schools.

Library for agency in reading

This blog post is based on my observations as a practitioner and following a study I conducted in a small primary school in England. In my key stage 1 (age 5–7 years) practice, reading sessions were focused on curriculum and assessment. The data-driven environment required reading progress to be measured, and encouraged children to read texts to challenge their thinking rather than to enjoy. This instigated my on redeveloping a primary school library to support reading for pleasure. The investigation focused on examining how a library can support children’s agency in reading for pleasure.

Rethink library leadership

As I expected, my research showed that a primary school library can support agency in children’s reading for pleasure, and key to this is effective management (Aggleton et al., 2022). In my experience across many schools as a primary teacher, library management is an additional responsibility of the English subject leader. With priority given to curriculum and assessment, the library is inadvertently sidelined, thereby becoming undervalued and underused. I suggest that a school’s library is not just a curriculum resource, and that more recognition should be given to the potential value that a well-managed library can offer.

‘A school’s library is not just a curriculum resource, and more recognition should be given to the potential value that a well-managed library can offer.’

Libraries for wellbeing

Aggleton et al. (2022, p. 152) highlight how the library supports the ‘well-being and interests’ of children within a ‘safe space’. They describe the benefits of the relationship that the library manager can bring to the children, the school and the wider community. This resonated with my findings: the library was open to all children at lunchtime, some children would come and chat with me, or come and share books with friends, and some children were seeking quiet time. In this capacity the library was a vital role in the pastoral aspect of the school.

Are libraries a priority?

I acknowledge that school budgets are strained and that there are many challenges within policy and management. However, I question the justification of the lack of funding and recognition for primary libraries, which contribute to the wellbeing of children. This contrasts with investment in English schools, for Outdoor Play and Learning schemes, Forest Schools, the PE and Sport Premium, and training for Emotional Literacy Support Assistants, which all aim to support the wellbeing of children. I argue that the holistic value of a school’s library to the children and the community is overlooked.

If school leaders recognise and value the wider benefits of reading for pleasure and the salience of a well-managed library, then maybe they could find ways to budget for effective management? Perhaps there is further scope for research showing the holistic benefits of school libraries, whichever phase of schooling they are in, so that school leaders can recognise the power of their library and the impact it can have on the lives of children.

References

Aggleton, J., Carter, C., & Grieve, M. R. (2022). Reading Librarians and school libraries. In T. Cremin, H. Hendry, L. Rodreguez Leon, & N. Kucurkova (Eds.) Reading teachers: Nurturing reading for pleasure (pp. 150–161). Routledge.

Cremin, T., & Scholes, L. (2024). Reading for pleasure: Scrutinising the evidence base – benefits, tensions and recommendations. Language and Education, 38(4), 537–559. Ìý

Hempel-Jorgensen, A., Cremin, T., Harris, D., & Chamberlain, L. (2018). Pedagogy for pleasure in low socio-economic primary schools: Beyond ‘pedagogy of poverty’? UKLA Literacy, 52(2), 86–94.

Loh, C. E. (2024). School libraries and librarians matter. Centre of Literacy and Social Justice Seminar, 8 February.

Merga, M. K., & Mason, S. (2019). Building a school reading culture: Teacher librarians’ perceptions of enabling and constraining factors. The Australian Journal of Education, 63(2), 173–189.