The phrase 21st century literacies still has momentum even though we are 15 years into the new century and there are diverse opinions as to what should be included as one of these literacies.. One example of this discussion comes from the USA where teachers and teacher librarians (TL) are working with multiple literacies – visual, digital, textual and technological (SLMS Role in Reading Task Force, 2009), and having to implement them from curriculum documents into their classrooms. With the expanding demands on time teachers and TLs are using flipped classroom techniques to cover all the learning content their students need. The question “why read?”does seem to be valid.

One reason for students to read is that it can change the world or at the very least their standing in the world. The Organisation for Economic and Co-operation and Development (OECD) has as its mission statement “to promote policies that will improve the economic and social well-being of people around the world”, (“The Organisation for Economic,” n.d.). The OECD is not a group of educators but it is revealing that one of the activities this organisation undertakes is a regular assessment of educational growth in countries. Even more so one of its reports states  “Reading skills are more important than ever for economic and social interaction in the modern world”.  (“OECD Reports Emphasise Reading,” 2002). The report also recognizes the importance of reading proficiency for employment “despite the development of other new forms of oral and visual communication”  (“OECD Reports Emphasise Reading,” 2002). In the research conducted on behalf of the OECD students age 15 years from participating countries are tested in reading and also surveyed about their social-economic backgrounds and whether they read in their own time. Obviously the degree to which teenagers are engaged in reading varies from country to country but the OECD research found that students from disadvantaged backgrounds who read a lot get higher reading scores that those from more fortunate backgrounds but who do not read. Their conclusion was that “finding ways to engage students in reading may be one of the most effective ways to leverage social change,” (“OECD Reports Emphasise Reading,” 2002).

 Another reason for students to read is that is enables the reader to grow as a person. Through reading students gain enjoyment, develop imagination and gain inspiration. They can experience emotions, circumstances and events vicariously, they develop empathy though identifying with characters, (Lynch-Brown, Tomlinson, & Tomlinson, 2005, p.4). They can connect with their own heritage and gain an understanding of the cultures and values of others. They can develop moral reasoning. As they read they develop personal preferences and tastes in literature. In fact as the student develops as a reader they become more motivated by self selection of materials and critical of the literature they read.  (Lynch-Brown, Tomlinson, & Tomlinson, 2005, p.5). All of these attributes are qualities and strengths educators and parents would want for their students.

So with the OECD’s call to find ways to engage readers and Tomlinson’s description of the personal benefits of reading why is it that students do not read? Kelly Gallagher, author of the book Readicide: How schools are killing reading and what you can do about it, states that students lose interest in reading at school because they are forced to “jump through hoops” once they have read the books they have been assigned, (White, 2009). Stephen Krashen asserts that the only way students can become good readers is to let them read (Krashen, 2004. p. 37). He states teachers should allow the students to select what they want to read without giving them assigned work once they have read it,. He calls this Free Voluntary Reading (FVR) and research has shown that FVR reading leads to better reading comprehension, writing style, spelling and grammatical development and FVR in school leads to students reading for pleasure outside of school time (Krashen, 2004. p17).

One of the best resources to encouraging students to read is a library. Research findings in the UK have seen that, “non-library users were found to be more than three times more likely to only read when in class, and more than three times more likely to state that they cannot find anything to read that interests them, and almost three times as likely to rate themselves as not very good readers compared to library users,” (Education standards research team, 2012, p.27). In fact “the research found a link between library use and reading for pleasure; young people that use their public library are nearly twice as likely to be reading outside of class every day,” (Education standards research team, 2012, p.27). Students with access to school libraries do more reading than students who had access to a book collection without a librarian (Krashen, 2004. P 59).

 So why read? To change the world, to change yourself and because it can be fun.

References

Education standards research team. (2012, May). Research evidence on reading for pleasure. London: Department for Education.

Gallagher, K., & Allington, R. L. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, Me.: Stenhouse.

Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Westport, Conn.: Libraries Unlimited.

Lynch-Brown, C., Tomlinson, C. M., & Tomlinson, C. M. (2005). Essentials of children’s literature (5th ed.). Boston: Allyn and Bacon.

OECD Reports Emphasise Reading Skills, Teacher Supply as Keys to Educational Success. (2002, November 13). Retrieved November 22, 2014, from http://www.oecd.org/edu/school/oecdreportsemphasisereadingskillsteachersupplyaskeystoeducationalsuccess.htm

The Organisation for Economic Co-operation and Development (OECD). (n.d.). Retrieved November 22, 2014, from http://www.oecd.org/about/

SLMS Role in Reading Task Force. (2009, July). What Every SLMS Should Know about Teaching Multiple Literacies Strategies [Microsoft powerpoint]. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CC8QFjAC&url=http%3A%2F%2Fwww.ala.org%2Faasl%2Fsites%2Fala.org.aasl%2Ffiles%2Fcontent%2Faaslissues%2Ftoolkits%2Fslroleinreading%2Frrtfmultipleliteracies.ppt&ei=lppwVOmBGIrjywOxuYGgCg&usg=AFQjCNFoozLpK9k3PxGpEnQnqLXNybS-4g&sig2=7fyuT5QinOroMYwNAPAW-w&bvm=bv.80185997,d.ZWU

White, A. (2009, July 1). Kelly Gallagher Readicide Part 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=WJ6t09DxXO4