Literacy for pleasure
DOI link for Literacy for pleasure
Literacy for pleasure book
This chapter begins by reviewing the research evidence which has investigated the profound connection between reading and writing. Next, the authors lay down the principles and research related to a reading for pleasure pedagogy. The authors look specifically at reading’s role in promoting a Writing For Pleasure pedagogy. This includes concepts such as personal response; who possesses the text in a writing classroom; children participating in the creation of writing projects in response to reading; intertextuality; writing to learn; non-fiction and voice; knowledge-telling, knowledge transforming and knowledge crafting; collective social responses; the production of culturally sustaining texts; children writing about texts; learning from mentor texts; literature-based mini-lessons; teachers as reading and writing mentors, and children reading their peers’ compositions. Before concluding, the authors share what might be considered as a literacy for pleasure pedagogy and how teachers can profitably build a reading and writing community concurrently. The chapter ends with examples of effective practice from the classrooms of high-performing Writing For Pleasure teachers.