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OER KNOWLEDGE
BITES
by Office of Education Research
VOLUME 14
What is the Future of Reading?
The Power of Pleasure
OER Knowledge Bites
Launched in May 2016 by the Office of Education About this Volume
Research at the National Institute of Education, On 2 June 2021, the Office of Education Research, in
Singapore, OER Knowledge Bites aims to share collaboration with the Designing School Libraries of the
education research discussions and issues as seen Future study team, held a Zoom roundtable titled What
in the Singapore context. It also serves as a platform
is the Future of Reading? The Power of Pleasure. The
for researchers to share thoughts and concepts of
roundtable was attended by educators, policymakers,
education research with policymakers, educators and
and researchers invested in supporting students’ reading
the public.
for enjoyment in this digital age. This volume of OER
For enquiries pertaining to this publication, e-mail Knowledge Bites provides a summary of the presentations
Nur Haryanti Sazali: haryanti.sazali@nie.edu.sg and the discussions that followed.
CONTENTS
Reading for Pleasure: A Strategic Way Forward 04
by Teresa Cremin (reported by Taina Teravainen)
The Impact of Technology Use on Students’ Independent 05
Reading Habits and Practices
by Loh Chin Ee and Sun Baoqi
Highlights from Breakout Room Discussions 07
reported by Taina Teravainen
Reading for Pleasure: A Strategic Way Forward
By Teresa Cremin (reported by in England, and is a component that Underpinning the reading for pleasure
Taina Teravainen) is audited as part of the Department of pedagogy is the following professional
Education’s school inspections. The knowledge that teachers need to possess:
Teresa Cremin is a Professor of importance of reading for pleasure is also
»» Knowledge of children’s
Education (Literacy) at The Open underscored by its inclusion in England’s
University in the Faculty of Wellbeing,
literature (Keeping up to date
Early Years Framework, emphasising that with a breadth of children’s
Education and Language Studies.
Currently, her work mainly focuses on its introduction in early childhood can texts);
research, although she is also involved lead to the development of a life-long love »» Knowledge of children as
in teaching and consultancy, leadership, of reading. readers (Gathered through
management and knowledge transfer tools such as surveys, reading
activities. Professor Cremin described the four rivers, observation, and 24-hour
reads); and
practices that a strong reading for
pleasure pedagogy encompasses, as »» Knowledge of being a reader
P
(Serving as a reading role
well as the accompanying knowledge model who influences children
rofessor Cremin of The Open that teachers must develop in order to as readers).
University in the United Kingdom effectively motivate children to choose to
presented on the current policy work become habitual readers. Developing and implementing an
on reading for pleasure in England, and evidence-based reading for pleasure
provided an evidence-based strategy The pedagogical components are: framework that is intentional, rigorous
to develop reading for pleasure through and responsive needs to be followed
1. Reading aloud to introduce
a necessary combination of teachers’ children to rich and challenging by the introduction of national policies,
professional knowledge and pedagogy. texts, prompting emotional both in schools and pre-service teacher
engagement, and creating a list education. With subject leadership
While research points to the multitude of texts in common for the class
support in schools and ongoing
of positive outcomes associated with to enjoy together and discuss;
professional development, teachers can
reading for pleasure, such as reading 2. Informal book talk and be equipped with the knowledge and
for pleasure in childhood leading to recommendations that are
opportunity to guide and encourage
later attainment, intrinsic motivation, spontaneous and reciprocal
among children, and between communities of engaged young readers.
and social, emotional, and relational
benefits, there remain roadblocks children and teachers;
The Open University’s Reading for
towards developing a culture of reading 3. Choice-led independent Pleasure website details the research
for pleasure in schools internationally. reading time, where children are
findings, examples and resources,
Some of the common challenges include provided with support for making
informed choices from a range of developed in partnership with the
the decline in voluntary reading, the profession. Scan the QR code below to
texts that interest them; and
importance that is placed upon reading access the website.
instruction and assessment, difficulty 4. Social reading environments
both in and around school,
in documenting and tracking children’s
where children can engage with
reading for pleasure, and the lack of other readers and share in the How to Cite
updated professional subject knowledge pleasures of reading.
on children’s texts. Cremin, T. (2021). Reading for Pleasure: A
Strategic Way Forward. OER Knowledge
Reading for pleasure is mandated as Bites Volume 14 (pg. 4). Singapore:
part of the national school curriculum National Institute of Education.
4 | OER Kno wle dg e Bit e s Reading for Pleasure website
T h e I m p a c t o f Te c h n o l o g y U s e o n S t u d e n t s ’ I n d e p e n d e n t
Reading Habits and Practices
By 1Loh Chin Ee and Sun
Baoqi
1
Loh Chin Ee is an Associate Professor
and Deputy Head (Research) at the
English Language and Literature
Academic Group at the National
Institute of Education Singapore. Her
research focuses on literacy and
literature education at the intersection of
social class and globalisation.
I n this presentation, we provided an
update on the impact of children and
adolescent technology use based on
findings from two studies. The first study
led by Dr Sun Baoqi is a survey of the
leisure reading habits of 4,322 primary Primary school students explained Device Usage and Association
school children from 8 primary schools that they found it difficult to find books with Reading
between August to October 2020, online, were distracted by gaming, social
The findings showed that having access to
including focus groups with 36 Primary media and other apps when using their
devices did not necessarily lead to more
4 students from 1 case study school. phones, and suffered from eye strain
digital reading. Primary school students
The second study led by Associate from reading online. They found it easier
explained that devices may distract them
Professor Loh Chin Ee is a survey of to find print books and to search for print
from reading as they would use their
5,732 secondary school students from books they were interested in. Secondary
leisure time to play on the devices instead
6 secondary schools, including focus school students who were interviewed
of reading using the devices.
groups with 37 Secondary 2 and 3 mentioned that they preferred reading in
students from 1 case study school. print because of eye strain when reading For secondary school students, device
digitally, lack of distractions from a use may conflict with reading, especially
Device Preferences hardcopy book and the feel of the book. if they do not enjoy reading in the first
The survey showed that students Students who were familiar with finding place. Students who enjoy reading are
preferred to use print for reading from books online shared that reading online more likely to make use of their devices to
Primary 3 to Secondary 1 but prefer to books could be more convenient as they search for reading materials and to read
use their smartphones from Secondary 2 could borrow the books easily and read on their devices.
to 4 (see table 1 below). them on the go.
Rank P3 P4 P5 S1 S2 S3 S4
1 print print print print smartphone smartphone smartphone
2 tablet tablet computer/ smartphone print print print
smartphone
3 computer computer computer computer computer computer
4 smartphone smartphone smartphone tablet tablet tablet tablet
5 e-reader e-reader e-reader e-reader e-reader e-reader e-reader
Table 1. Students’ preferred reading devices.
Vo lume 14 | 2021 | 5Figure 1. Secondary school students’ use of devices for reading. Figure 2. Secondary school students’ preferred reading materials
on their smartphones.
Although all students used their Some suggestions for incorporating the For those interested in reading more, the
smartphones for social media, students above practices into blended learning primary school study findings have been
who enjoyed reading were more likely include: published in Computers and Education
to use their smartphones for reading Open. You may scan the QR code below
1. Providing age-appropriate and
fanfiction, discussion websites, news to access the findings.
high-interest print books for
articles and personal essays, which are students to bring home.
lengthier and require some degree of
2. Spending time on book
concentration. recommendations and read How to Cite
alouds to scaffold students’
Implications reading choices. Loh, C. E., & Sun, B. (2021). The Impact
The findings suggest that both primary and of Technology Use on Students’
3. Putting aside time to socialise Independent Reading Habits and
secondary school students, especially students into reading both print
Practices. OER Knowledge Bites Volume
students who do not enjoy reading, may and e-books.
14 (pp. 5–6). Singapore: National
not be familiar with looking for suitable 4. Teaching students how to use Institute of Education.
books or reading online. Educators can the NLB app and Libby through
create environments and set aside time regular usage and practice.
to help students search for books they 5. Integrating reading activities into
like, scaffold their reading and socialise schools’ online curriculum and
them into using their devices for reading. programmes.
Schools need to sustain engaged reading
practices to help students find reading
materials they enjoy.
Computers and Education Open
6 | OER Kno wle dg e Bit e sHIGHLIGHTS
from Breakout Room Discussions
Reported by Taina Teravainen
A fter the two presentations, the participants were invited to join small breakout rooms to discuss their visions and challenges
for the future of reading in Singapore. Each breakout room consisted of a mix of participants from the National Institute
of Education, Ministry of Education, National Library Board, National Arts Council, Singapore Book Council, and leaders and
educators from various schools. The five breakout rooms were facilitated by Dr Elizabeth Pang from Curriculum Planning and
Development Division, Ministry of Education, Assistant Professor Victor Lim Fei from the National Institute of Education, and the
presenters. Below are some highlights from the rich conversations that took place.
Supporting Students of Lower Using Technology to Extend
Developing a Reading Ecology
Socio-Economic Status Reading Resources
Participants expressed the great School libraries and librarians Participants discussed that while research
importance of fostering environments serve a critical role in providing and shows that adolescents still display a
where independent reading is promoted recommending free reading resources preference for reading on print, with
and valued. Teachers can be very that are easily accessible to adolescents. digital reading becoming increasingly
influential in modeling reading and Students from low socio-economic status present in our lives, more must be done
recommending texts to students. (SES) families may be disadvantaged as to guide and support students. Students
However, this needs to also be supported compared to their high SES peers by not are not necessarily attuned to using
at the school-level by developing having as many books at home, and their technology for reading, and time needs to
robust reading programmes that take families having restricted budgets, and be set aside in schools to help them learn
students’ input and interests into active limited availability and ability for activities to use technology to help them find books
consideration. To encourage reading for like visiting the public library or reading and other reading resources online. The
pleasure, school leaders must be willing to together. School libraries must be well- Personal Digital Learning Programme,
adopt evidence-based recommendations resourced to bridge this gap. Participants where students will have their own
for the Singapore context. also put forth the possible value of personal learning devices for learning, is
interventions from early childhood, to an opportunity for incorporating lessons
resource low SES families with texts and on accessing and engaging with digital
building up a home literacy environment. texts, both shorter and longform.
Social Media for Community Including Striving Readers
Building
Noting the importance of developing Some participants advocated for
reading communities and reading as a dropping the use of the terms “low-
social experience, some participants progress” or “reluctant” readers in favor
pointed to social media as a means for of describing these students as striving
connecting readers and encouraging readers. Positioning them as such
book talk amongst students. Using reinforces the responsibility of teachers to
platforms such as Discord, Instagram, and engage striving readers through multiple
YouTube, which students may already use ways of reading—what works for avid
in their free time, can allow students and readers may instead alienate striving
teachers to form discussions surrounding readers from the reading communities
specific genres and authors, and share that have formed. Teachers can meet
their current reading lists. They can be striving readers’ needs by including
integrated as an element of reading student-led, curated reading experiences
programmes such as book and reading in class, increasing the time allocated to
clubs. The use of these social media tools independent reading, and encouraging
may empower students to express their student participation in read aloud
own personal views about reading and sessions.
texts in ways that may not be accessible
in the usual classroom environment. Vo lume 14 | 2021 | 7Participants
Presenters Danielle Chen Makoto Kawaguchi
Teresa Cremin Curriculum Planning and Development Queensway Secondary School
Faculty of Wellbeing, Education & Division
Ministry of Education Peter Tan
Language Studies
Queensway Secondary School
The Open University
Elaine Lim
Curriculum Planning and Development Rabiatul Adawiya Binhan
Loh Chin Ee
Division Yusof Ishak Secondary School
English Language and Literature
Academic Group Ministry of Education Sheryl Chong
National Institute of Education Yusof Ishak Secondary School
Lee Pei Yong
Sun Bao Qi Curriculum Planning and Development William Phuan
Office of Education Research Division Singapore Book Council
National Institute of Education Ministry of Education
Research Team
Noel Ong
Facilitators Erna Sia
Curriculum Planning and Development
Elizabeth Pang
Division Taina Teravainen
Curriculum Planning and Development
Ministry of Education
Division Theresa Belmonte
Ministry of Education Nurulhuda Abdul HalimCurriculum
Planning and Development Division OER Team
Victor Lim Fei
Ministry of Education Gina Goh
English Language and Literature
Academic Group Pauline Chia Joan Cher
National Institute of Education Centre for School Excellence
Ministry of Education Vivian Yeo
Participants
May Tan Vadiveloo Anandaratnam Notetakers
English Language Institute of Singapore Curriculum Planning and Development Arina Nadiah Saifudin
Academy of Singapore Teachers Division
Ministry of Education Chandrika Gopal
Aruna Johnson
Mark Baildon Grace Lee
Sector Development (Literary Arts)
National Arts Council Office of Education Research
Kelly Sng
National Institute of Education
Lo Hwei Shan Teoh Yong Qin
Sector Development (Literary Arts) Sally Ann Jones
National Arts Council English Language and Literature
Academic Group
Heng Huey Bin National Institute of Education
Children & Teens
National Library Board Ong Chin Meng
Cedar Girls’ Secondary School
Kayes Lim
National Library Board Tan Geok Lan
Cedar Girls’ Secondary School
Lynn Chua
Children & Teens Sharon Lam
National Library Board Pasir Ris Crest Secondary School
Cindy Ong Tan King Ming
Educational Technology Pasir Ris Primary School
Ministry of Education
8 | OER Kno wle dg e Bit e sA publication of the
Office of Education Research
National Institute of Education,
Nanyang Technological University,
Singapore © 2021You can also read
