how it all began...
The “Memories of Reading" project follows on from an evidence review conducted by The University of Sheffield’s School of Education. The project, entitled: “Attitudes to Reading and Writing and their Links with Social Mobility 1914–2014” was funded by Booktrust, although the "Memories of Reading" project is not linked to any external funding.
The review drew on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identified the many ways in which families read for pleasure and identified ways in which Booktrust’s activity might be developed. Visit the evidence review page here for further information.
This page shows the executive summary - the full report is included as a file for download at the bottom of the page. The current project has no financial support from Booktrust or any other organisation.
Executive Summary
This review has drawn on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identifies the many ways in which families read for pleasure and identifies ways in which Booktrust’s activity might be developed.
The review covers:
· Changing conceptions of literacy in the UK from 1914 to the present day
· The impact of reading and writing on social mobility during this period
· Ways in which the teaching of literacy has changed in the last hundred years
· The impact of changes in society and of digital technologies on reading and writing
· The experiences of men and women around reading and writing, and the impact of gender influences on social mobility
· Issues of inclusion, and new arrivals[1] to the UK in relation to literacy
The review concludes that
· Whilst there is little evidence to suggest a direct link between positive attitudes towards literacy and social mobility, there are strong indicators of the importance of reading, writing and ‘literacy’ in contributing to positive social mobility.
· We need to understand the need for social change and how educational intervention can support this.
· Research strongly indicates that social class is one of the greatest predictors of academic achievement – and it remains very difficult to move from one social bracket into another.
· There is significant evidence that some people are less included in schools and society as a whole, particularly when their home language is perceived as low status and when they are economically disadvantaged.
· We must continue to understand and challenge social conventions that prevent individuals from accessing social mobility on the grounds of gender.
· Reading and writing are essential to achievement, yet literacy alone is not, and cannot be, responsible for social change.
· Research has shown how families can support their children at home; this needs to be further embedded in practice in order that more parents can help their children to enhance their literacy and their socio-cultural capital.
· The early years are crucial in fostering a love of reading for enjoyment, which runs in parallel with eagerness to learn to read and self-confidence in the ability to read from an early age.
· As we move further into the 21st century there is an urgent need not only to recognise the impact of digital technology, but to actively strive to understand how advancement in media and electronic text are changing constructions of literacy, text and notions of what it means to read and write today, and in the future.
The review highlights the following:
· Reading and writing are now part of wider ‘literacy’ practices incorporating digital technologies unheard of in 1914.
· Being able to read and write puts individuals in a position where they are more likely to be included in communities and society more widely. Those new to communities, with different literacy practices and different languages, can experience exclusion and social injustices.
· Being a reader does not in itself carry a promise of greater positive social mobility, yet it seems that, without a capacity to read and write and engage in literacy practices necessary to understand and challenge power, social mobility is less likely.
· The home and family are crucial in the development of reading and writing, particularly in terms of reading for pleasure. Whilst we found no direct correlation between parents’ reading practices and the literacy of their children, it seems to be the case that reading for pleasure ‘rubs off’ in the home.
· Whilst boys’ achievement in literacy has been a concern in recent times, for most of the period under study it has been women’s opportunities to learn to read and write that should give most cause for concern. Whilst working to promote positive attitudes in boys towards reading for pleasure, girls’ and women’s reading and writing should not be neglected in the future.
· Clear links are identified between success in employment choice and reading and writing abilities, and limited ability to read and write remains a concern of employers and government to this day.
· Whilst governments have focused primarily on children’s literacy and the teaching of reading and writing (and later ‘literacy’) in schools, there remains a need for adult literacy education initiatives to support those adults who do not succeed in schools.
· Oral cultures as they relate to reading and writing have a crucial place. ‘Literacy’ is socially constructed and we must remember that issues of ‘illiteracy’ and social difficulty need to be considered in relation to when and where they occur.
· Different ‘modes’ of expression have always been used for reading and writing, and new technologies have increased the ‘modes’ and possibilities available.
· Some adults still struggle with literacy, although significantly fewer than in 1914. While this review has mainly focused on the relationships between positive attitudes to literacy and social mobility, it is important to also be aware that negative attitudes to or experiences of literacy can inhibit life choices.
We make the following recommendations to Booktrust:
· It will be important for Booktrust to continue to consider how new arrivals in the UK who bring different languages and literacy practices to communities can be included in a socially just society. Additionally, Booktrust’s work should seek new ways to work within communities where many languages are spoken.
· Without doubt, families can support early reading development. Booktrust has had success in involving parents in reading for pleasure with their children. It may wish to consider reviewing its current programmes as a whole to identify and highlight successful approaches to enhancing home engagement in literacy.
· New technologies are now strongly impacting on, and shaping, literacy practices for all ages. In the future, Booktrust may wish to consider the development of story ‘apps’ to maximise the availability of technology in terms of reading for pleasure using smart phones, tablets and laptop technologies.
· Stereotypical constructions of women and men in books and magazines have had an impact on opportunities for social mobility. This suggests a continued need to encourage skills of critical engagement with literature in order to challenge accepted discourses and social conventions.
· Given the connections between academic success and social mobility, it would appear that, although there is no explicitly identifiable linkage between the social mobility of new arrivals to the UK and their literacy, the combination of multiple factors (undervalued home language, low economic status, lack of strength in the community) can lead to underachievement. Booktrust may wish to consider further how its programmes reach into communities with records of low social mobility.
[1] ‘New arrivals’" is the current generic term applying to those people coming into the UK to live for a variety of reasons, including asylum seekers, refugees, economic migrants, and new EU citizens.
The review drew on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identified the many ways in which families read for pleasure and identified ways in which Booktrust’s activity might be developed. Visit the evidence review page here for further information.
This page shows the executive summary - the full report is included as a file for download at the bottom of the page. The current project has no financial support from Booktrust or any other organisation.
Executive Summary
This review has drawn on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identifies the many ways in which families read for pleasure and identifies ways in which Booktrust’s activity might be developed.
The review covers:
· Changing conceptions of literacy in the UK from 1914 to the present day
· The impact of reading and writing on social mobility during this period
· Ways in which the teaching of literacy has changed in the last hundred years
· The impact of changes in society and of digital technologies on reading and writing
· The experiences of men and women around reading and writing, and the impact of gender influences on social mobility
· Issues of inclusion, and new arrivals[1] to the UK in relation to literacy
The review concludes that
· Whilst there is little evidence to suggest a direct link between positive attitudes towards literacy and social mobility, there are strong indicators of the importance of reading, writing and ‘literacy’ in contributing to positive social mobility.
· We need to understand the need for social change and how educational intervention can support this.
· Research strongly indicates that social class is one of the greatest predictors of academic achievement – and it remains very difficult to move from one social bracket into another.
· There is significant evidence that some people are less included in schools and society as a whole, particularly when their home language is perceived as low status and when they are economically disadvantaged.
· We must continue to understand and challenge social conventions that prevent individuals from accessing social mobility on the grounds of gender.
· Reading and writing are essential to achievement, yet literacy alone is not, and cannot be, responsible for social change.
· Research has shown how families can support their children at home; this needs to be further embedded in practice in order that more parents can help their children to enhance their literacy and their socio-cultural capital.
· The early years are crucial in fostering a love of reading for enjoyment, which runs in parallel with eagerness to learn to read and self-confidence in the ability to read from an early age.
· As we move further into the 21st century there is an urgent need not only to recognise the impact of digital technology, but to actively strive to understand how advancement in media and electronic text are changing constructions of literacy, text and notions of what it means to read and write today, and in the future.
The review highlights the following:
· Reading and writing are now part of wider ‘literacy’ practices incorporating digital technologies unheard of in 1914.
· Being able to read and write puts individuals in a position where they are more likely to be included in communities and society more widely. Those new to communities, with different literacy practices and different languages, can experience exclusion and social injustices.
· Being a reader does not in itself carry a promise of greater positive social mobility, yet it seems that, without a capacity to read and write and engage in literacy practices necessary to understand and challenge power, social mobility is less likely.
· The home and family are crucial in the development of reading and writing, particularly in terms of reading for pleasure. Whilst we found no direct correlation between parents’ reading practices and the literacy of their children, it seems to be the case that reading for pleasure ‘rubs off’ in the home.
· Whilst boys’ achievement in literacy has been a concern in recent times, for most of the period under study it has been women’s opportunities to learn to read and write that should give most cause for concern. Whilst working to promote positive attitudes in boys towards reading for pleasure, girls’ and women’s reading and writing should not be neglected in the future.
· Clear links are identified between success in employment choice and reading and writing abilities, and limited ability to read and write remains a concern of employers and government to this day.
· Whilst governments have focused primarily on children’s literacy and the teaching of reading and writing (and later ‘literacy’) in schools, there remains a need for adult literacy education initiatives to support those adults who do not succeed in schools.
· Oral cultures as they relate to reading and writing have a crucial place. ‘Literacy’ is socially constructed and we must remember that issues of ‘illiteracy’ and social difficulty need to be considered in relation to when and where they occur.
· Different ‘modes’ of expression have always been used for reading and writing, and new technologies have increased the ‘modes’ and possibilities available.
· Some adults still struggle with literacy, although significantly fewer than in 1914. While this review has mainly focused on the relationships between positive attitudes to literacy and social mobility, it is important to also be aware that negative attitudes to or experiences of literacy can inhibit life choices.
We make the following recommendations to Booktrust:
· It will be important for Booktrust to continue to consider how new arrivals in the UK who bring different languages and literacy practices to communities can be included in a socially just society. Additionally, Booktrust’s work should seek new ways to work within communities where many languages are spoken.
· Without doubt, families can support early reading development. Booktrust has had success in involving parents in reading for pleasure with their children. It may wish to consider reviewing its current programmes as a whole to identify and highlight successful approaches to enhancing home engagement in literacy.
· New technologies are now strongly impacting on, and shaping, literacy practices for all ages. In the future, Booktrust may wish to consider the development of story ‘apps’ to maximise the availability of technology in terms of reading for pleasure using smart phones, tablets and laptop technologies.
· Stereotypical constructions of women and men in books and magazines have had an impact on opportunities for social mobility. This suggests a continued need to encourage skills of critical engagement with literature in order to challenge accepted discourses and social conventions.
· Given the connections between academic success and social mobility, it would appear that, although there is no explicitly identifiable linkage between the social mobility of new arrivals to the UK and their literacy, the combination of multiple factors (undervalued home language, low economic status, lack of strength in the community) can lead to underachievement. Booktrust may wish to consider further how its programmes reach into communities with records of low social mobility.
[1] ‘New arrivals’" is the current generic term applying to those people coming into the UK to live for a variety of reasons, including asylum seekers, refugees, economic migrants, and new EU citizens.
| booktrust100-final-report-17-march-2014.pdf |
