Helen Hendry

Reading and writing for pleasure represent issues of global concern and interest in policy, research and practice, underpinned by evidence illustrating their importance for young people’s academic, social, and emotional experiences and outcomes. In the face of a sustained decline in children’s enjoyment in both reading and writing, this highly significant book presents findings from a three-year study of research and practice that nurtures young people’s engagement as readers and writers.The book offers a rich understanding of the study, highlighting the commonalities and synergies identified from the research literature and diverse practice contexts. It introduces a new and powerful Reading and Writing Framework for Practice for schools and charitable literacy programmes. The authors offer practical strategies and recommendations throughout for practitioners, researchers and policy makers who wish to advance this agenda in their own contexts. Areas covered include:The nature of reading and writing for pleasureLiterate identitiesMotivating readers and writersSocial interactionsRole models and connected communitiesFuture research, practice and policyThis field-defining text is a key resource for all those committed to halting the decline in young people’s engagement as volitional readers and writers.

Reading and writing for pleasure represent issues of global concern and interest in policy, research and practice, underpinned by evidence illustrating their importance for young people’s academic, social, and emotional experiences and outcomes. In the face of a sustained decline in children’s enjoyment in both reading and writing, this highly significant book presents findings from a three-year study of research and practice that nurtures young people’s engagement as readers and writers.The book offers a rich understanding of the study, highlighting the commonalities and synergies identified from the research literature and diverse practice contexts. It introduces a new and powerful Reading and Writing Framework for Practice for schools and charitable literacy programmes. The authors offer practical strategies and recommendations throughout for practitioners, researchers and policy makers who wish to advance this agenda in their own contexts. Areas covered include:The nature of reading and writing for pleasureLiterate identitiesMotivating readers and writersSocial interactionsRole models and connected communitiesFuture research, practice and policyThis field-defining text is a key resource for all those committed to halting the decline in young people’s engagement as volitional readers and writers.

This book celebrates the benefits of continuing professional development (CPD) for your growth as an educator. The authors weave together an international selection of case studies to offer CPD which transcends educational trends. Thematic chapters put your professional identity at the heart of the book and encourage you to take control of your career development, allowing you to show leadership whatever your role.This book:•Challenges you to reflect on and evaluate your experiences of professional development •Includes reflection points and personal development planning to support your reading•Places equity and social justice at the heart of effective personal development•Encompasses the challenges and opportunities of embracing digital technologies•Illustrates professional development for leaders and educators in a range of cultures and contexts Drawing on multiple global perspectives of professional development in education and training from early childhood to higher education settings, this book offers strategies for all career stages: from the student educator to the experienced senior leader and is the perfect fuel for career development.“As well as being a valuable contribution to professional knowledge in this field, this resource can be thoroughly recommended to educational professionals as a guide to practice.”Professor David Egan, Emeritus Professor of Education, Cardiff Metropolitan University, UK“This book is well written and is crucial for any educator at any stage of the education landscape.”Paul Miller, PhD, Professor of Educational Leadership & Social JusticeAlison Fox, Helen Hendry and Deborah Cooper are colleagues in the Faculty of Wellbeing, Education and Language Studies at The Open University, UK, and teach on the Masters in Education programme, in particular the Leadership and Management and Learning and Teaching pathways. They engage in international research associated with professional learning.