A new Learning Resource Centre opened in 2011 at the Bognor Regis campus, with a focus on learning resources to support pre-service teachers.
created and people who attended the first meeting booked for the next event three months later.
Sharing the training
Students and teachers used lap- tops to register on the Research Rich Pedagogies website and we agreed that developing our knowledge of poetry would be the aim of the group. OU/ UKLA sent a Book Box full of brand new, recently-published books which we distributed to the students and teachers. These books were not to be donated to the school library, or for the teacher’s pupils to read, but were for the teachers themselves to read, enjoy and then return at the next meeting to share with a colleague.
We were very intentional with the aims and objectives of the group but we also wanted the teachers and students to feel like it was a pleasure to attend this meeting. So we provided
September 2018
The next event was much simpler to organise and we concentrated on disseminating the training that Rebecca had received from the Open University about running a teachers’ reading group. We stated the intention to support and develop professional practice and share outcomes from our group on the Research Rich Pedagogies website research/reading-for-pleas- ure.4
refreshments (sharing the costs between the Library Service and the Institute of Education) and we provided good quality books for raffle prizes.
Next steps
We are officially launching the group on 9 October 2018 and will be following a set programme created by the OU/UKLA partnership. After emailing previous attendees and those who had agreed to be on our mailing list, we found that spaces were already filling up within a week. Holding initial trial meetings enabled us
to learn the ways that we could work best. We needed to find timings that would suit Rebecca, myself and the students and teachers involved. For subsequent meetings we have decided that we will try to mix up students and teachers so that they can discuss next steps with their colleagues, but also learn new ideas from different people. We are also going to cre- ate feedback forms to receive more than anecdotal evidence about what attendees felt worked best and how we can make it better next time.
Ultimately, we want students and teachers to invite colleagues who are not reading for pleasure themselves to attend and discover the enjoyment and benefits of reading in order to inspire the children in their responsibility. Who knows what might happen if these groups around the country inspire the next generation of children to be a nation of readers for pleasure! IP
References & links
1 Department for Education, 2012. Research Evidence on Reading for Pleasure.
https://bit.ly/2P8YDOh
2 The Reading Agency, 2015. Literature review: the impact of reading for pleasure and empowerment.
https://bit.ly/1TQCSmf
3 Cremin, T. et. Al, 2009. Teachers as Readers: building communities of readers.
http://oro.open.ac.uk/17706/
4 Research Rich Pedagogies
https://researchrichpedagogies.org/
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