Revisiting reading for pleasure: Delight, desire and diversity

To what extent do children in the early 21st century choose to read for pleasure, for leisure and for enjoyment? Are they reading for themselves, or for their teachers and the assessment system? Does the desire to read independently, to engage with others’ worlds, to wonder and ponder and find out more about issues of interest run deep enough to sustain the young as readers of today and tomorrow

Report to Carnegie UK Trust and CILIP on a two-stage study of the Carnegie and Kate Greenaway Shadowing Scheme

The Chartered Institute of Library and Information Professionals (CILIP) organises the CILIP Carnegie and Kate Greenaway (CKG) Children’s Book Awards. CILIP also manages the accompanying CKG Shadowing Scheme and its associated website, which librarians and other group leaders and group members can use to support reading and foster young people’s enjoyment of reading. In order to explore the potential of this scheme, build on previous evaluations and make recommendations regarding development, two studies were commissioned in 2011 and 2012, funded by Carnegie UK Trust. The 2012 study built substantially on the research carried out in 2011 and is therefore better regarded as the second phase of a continuing project. The combined results of both phases are presented in this report

Exploring teacher-writer identities in the classroom: Conceptualising the struggle

Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities in England, also sought to build new relationships with parents and families and to explore the concept of a Reading Teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004). The research design was multi-layered; involving data collection at individual, school and LA levels, and employing a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the research and highlights the challenges encountered and the insights garnered. It argues that teachers need support in order to develop children's reading for pleasure, which can influence both attainment and achievement and increase young learners' engagement as self- motivated and socially engaged readers

Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal

`Creative Teaching for Tomorrow: Fostering a Creative State of Mind' is a study by distinguished authors Teresa Cremin, Jonathan Barnes and Stephen Scoffham. Based on a research project undertaken during 2004-2005 by Canterbury Christ Church University and Future Creative, the book explores the characteristics of creative teachers, identifying the behaviours and environments that support the development of these attributes. `Creative Teaching for Tomorrow' involves a survey of 20 schools, revealing evidence that creative thinking benefits students economically, socially and academically. Real-life interviews with teachers and students, complete with questions and answers, attest that creative approaches do help to increase learners' personal curiosity and desire to learn, to realise the importance of risk-taking and to become more engaged with the learning experience as well as the world around them

Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3.

Prospero's Island is an immersive theatre project created by Punchdrunk Enrichment and sponsored by Learning Partner, London Borough of Hackney (Hackney Learning Trust). The project sought to inspire and motivate students’ engagement with the English curriculum, and to develop an immersive approach to teaching literacy that would improve students’ learning. Prospero’s Island took place in a secondary academy in Hackney, London over two school terms (autumn 2014-spring 2015). The project was embedded in existing schemes of work, and included the following elements: • An immersive theatre installation for Year 7-8 students (aged 11-13 years); this took the form of an interactive game based on The Tempest; over a two-week period groups of students participated in this experience for a morning or afternoon (autumn term); • A Teaching and Learning Day (TALD) and eight twilight CPD sessions on immersive learning techniques for school staff and teachers across London (autumn term); • A return to the installation for one lesson, led by English teachers (autumn term); • Follow-on work by teachers to develop immersive learning in English lessons (spring term); • An independent evaluation of the project (autumn and spring terms)

Developing creative learning through possibility thinking with children aged 3-7

Abstract not available

Reading communities: why, what and how?

Are you seeking to build a vibrant community of readers in your classroom and/or school? If so, how will you know when you’ve achieved your goal? What are the key characteristics of such communities? Can these be seen, heard, felt, experienced? What strategies and practices will help you succeed? Is there a fail-safe route? A motorway between research and practice? Whilst this article responds to these questions, first we surely need to consider our long terms aims. Do we want to develop readers for life (the maximum entitlement), or will the ‘expected standard’ (the minimum) or greater depth (a halfway house?) suffice? After all it’s only five years since reading for pleasure became a statutory requirement in England, it had never before been mandated and as Philip Pullman observed about the 1998 National Literacy Strategy, whilst there were more than 55 verbs to describe reading: ‘enjoy’ was not one of them! Yet now developing a love of reading is recognised officially as essential and building communities of engaged readers expected of us all

Peace education research in the twenty-first century: three concepts facing crisis or opportunity?

This article focuses on the concepts of peace, education and research, and the ways in which they combine to form the field of peace education and peace education research. It discusses the ways in which each can be said to be facing a crisis of legitimation, representation and praxis, and the structural and cultural violence that inhibit efforts towards a more inclusive global conception of peace. It will review some ways in which it may be possible to rise to Gur-Ze’ev’s challenge to respond to post-structural critiques of the field. Drawing on participatory, auto ethnographic and arts-based research methodologies, it suggests ways of creating synergies between research and aspirations towards positive (rather than negative) peace.This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/17400201.2015.106973

CHINESE CERAMICS AT ANGKOR

This paper gives a brief account of the current state of knowledge about Chinese wares discovered during the course of recent excavations in the Angkor Archaeological Park. It goes on to suggest that the ceramic sequence established by Bernard-Philippe Groslier in the 1950s and 1960s should be revised and extended well into the Yuan period (1260-1368)

Seeing Dian Through Barbarian Eyes

The Late Bronze Age burial sites to the Dian lakes of Yunnan, are known for the originality, wealth and variety of their bronze artefacts. This paper examines some published images in an attempt to understand some of the concerns of the Dian artisans and their patrons. It discusses two sorts of images: realistic ones of cattle and schematic images of jungle fauna. It also suggests that there was a transfer of decoration between bronze, textile, and possibly other media