Introduction: Reading Teachers, Reader Identity, Section One: Texts and Readers, 1. Children’s literature and other texts, 2. Digital books enriching literacy lives, 3. Exploring gender and reading for pleasure, 4. Supporting readers’ social motivation Reading Practices, Section Two: Reading for Pleasure Pedagogy, 5. Reading aloud, 6. Informal book talk and reader recommendations, 7. Time to read, 8. Social reading environments Readers’ Rights, Section Three: Reading Communities, 9. Reading Headteachers, 10. Reading Librarians and libraries, 11. Parental and community involvement, 12. Celebrating reading Reading Places, Conclusion: Reading Teachers of Tomorrow
Teresa Cremin is Professor of Education (Literacy) at the Open University, UK, and Co-Director of the Literacy and Social Justice Centre.
Helen Hendry is a lecturer in education at the Open University, UK, where she recently co-chaired the MA/Ed in Educational Leadership and contributes to the Education Studies (Primary) programme and open access courses.
Lucy Rodriguez Leon is a lecturer in education (early childhood) at the Open University, UK, where she teaches on undergraduate distance learning modules and writes open access courses.
Natalia Kucirkova is Professor of Early Childhood Education and Development at the University of Stavanger, Norway, and Professor of Reading and Children’s Development at the Open University, UK.
"Underpinned by the editors’ considerable research and enriched by
experienced educators, this book makes a powerful argument that
being a Reading Teacher does not just mean being a teacher who
reads, but one who reflects on the relationships between their own
reading and school reading, models what it’s like to be a reader,
and takes time to get to know the readers in their class. This
accessible and persuasive book is a must for all beginning and
experienced teachers. And of course, it is a great read."Professor
Cathy Burnett, Sheffield Hallam University, UK"Reading Teachers is
a brilliant book that will fan the flames of the ‘reading fire’ and
help schools nurture passionate, engaged and motivated readers."Jon
Biddle, Teacher and English Leader"This highly accessible book will
further practitioners’ understanding of effective approaches for
encouraging reading for pleasure, including what it really means to
be a Reading Teacher and why that is so important. The art of
providing meaningful opportunities for children to become engaged,
volitional readers is brought to life through real-world
case-studies that cannot fail to inspire teachers and librarians
whatever their school, context or role." Fiona Evans, Director of
School Programmes, National Literacy Trust
"Underpinned by the editors’ considerable research and enriched by
experienced educators, this book makes a powerful argument that
being a Reading Teacher does not just mean being a teacher who
reads, but one who reflects on the relationships between their own
reading and school reading, models what it’s like to be a reader,
and takes time to get to know the readers in their class. This
accessible and persuasive book is a must for all beginning and
experienced teachers. And of course, it is a great read."Professor
Cathy Burnett, Sheffield Hallam University, UK"Reading Teachers is
a brilliant book that will fan the flames of the ‘reading fire’ and
help schools nurture passionate, engaged and motivated readers."Jon
Biddle, Teacher and English Leader"This highly accessible book will
further practitioners’ understanding of effective approaches for
encouraging reading for pleasure, including what it really means to
be a Reading Teacher and why that is so important. The art of
providing meaningful opportunities for children to become engaged,
volitional readers is brought to life through real-world
case-studies that cannot fail to inspire teachers and librarians
whatever their school, context or role." Fiona Evans, Director of
School Programmes, National Literacy Trust
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