Abstract
Three UK secondary school libraries were investigated to assess the impact of promotional strategies on children's reading and to identify children's reading habits, preferences and how they choose what to read. A case study approach was adopted, involving the collection of library documentation, semi‐structured interviews with librarians, Heads of English, Headteachers and questionnaires distributed to Year 7 and 9 pupils, to assess attitudes to reading and its promotion. The investigation revealed that there are powerful forces in the wider world, often beyond the control of librarians and teachers, which shape children's attitudes to reading. A significant minority of pupils chose not to read for pleasure, and additionally there were important gender differences in reading behaviour. The recommendation is made that the promotion of reading should be seen as a whole school issue, with the library's strategy for promotional activities forming part of a school‐wide reading policy.
Published Version
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