Webber, C., Wilkinson, K., Duncan, L. G., & McGeown, S. (2024). Motivating book reading during adolescence: qualitative insights from adolescents. Educational Research, https://www.doi.org.10.1080/00131881.2024.2445618
The article explores factors motivating adolescents aged 13–15 to engage in book reading, identifying barriers and effective strategies through qualitative research in Scotland. Key findings include:
- Access: Adolescents need access to books that align with their interests and preferences, including digital formats and shorter books.
- Choice: Teaching adolescents how to select books and exposing them to various genres improves engagement.
- Autonomy: Self-directed reading, without pressure from adults, is vital for motivation.
- Relatable Messaging: Marketing that resonates with adolescents’ experiences, such as through social media or influencers, can encourage reading.
- Social Connections: Recommendations from peers and shared reading experiences boost motivation.
- Conducive Environments: Comfortable physical spaces and allocated time for reading help sustain the habit.
The study emphasizes the importance of incorporating adolescents’ perspectives into policies and practices to foster a culture of volitional reading.
https://www.tandfonline.com/doi/epdf/10.1080/00131881.2024.2445618?needAccess=true
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