Academic Journal
Teen reading lives in focus: Autonomy, agency and social reading cultures.
| Τίτλος: | Teen reading lives in focus: Autonomy, agency and social reading cultures. |
|---|---|
| Συγγραφείς: | ASHLEY, KELLY1, CREMIN, TERESA2, KING, ALISON3, LATTER, SUSAN4 |
| Πηγή: | Impact (2514-6955). Summer2026, Issue 27, p41-43. 3p. |
| Θεματικοί όροι: | *Engaged reading, *Academic motivation, *Subjectivity, *Self-regulated learning, *Teaching methods |
| Γεωγραφικοί όροι: | United Kingdom |
| Περίληψη: | This article examines how two UK secondary schools—Crofton School in Hampshire and Kings Monkton School in Cardiff—implemented evidence-informed pedagogies to foster adolescent student agency, autonomy, and social engagement in reading for pleasure (RfP). Both schools emphasized professional noticing of students’ reading preferences, promoted informal book talk to build conversational reading cultures, and supported choice-led reading practices that aligned with students’ identities and interests. These relational and dialogic approaches shifted reading from a compliance-based task to a socially connected, personally meaningful activity, resulting in increased student motivation, more diverse borrowing patterns, and stronger reader identities. The findings highlight that autonomy in adolescent reading develops through responsive pedagogy, social interaction, and opportunities for self-directed text selection. [Extracted from the article] |
| Βάση Δεδομένων: | Academic Search Index |
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