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Literacy teaching and learning is constantly changing and we’re here to think through, together; to share the challenges and burdens of educational leadership; to walk the line between tried-and-tested methods and bold, innovative practices that respond to the real and present crisis of declining literacy. We walk the line with courage and care, always keeping our learners at the center.
When this happens, facing hard questions about literacy is easier to bear and unpack. This one, for example: If a student does not find/derive joy in reading, should he/she undergo reading intervention?
The question is layered. It touches on educational philosophy, psychological well-being, literacy development, and the broader purpose of reading. For one, there is the assumption that joy in reading is a desirable trait and an expected outcome. It is perceived as a necessary part of learning. But we know that it is not often the case. Learning, reading to be specific, is tough. Even confusing and frustrating. So, is the lack of joy in reading a valid reason for a student to receive intervention?
Not yet, I think. But it merits an assessment and diagnostic. A caveat, though, to ease the approach in pathologizing the issue. Alongside understanding the reason for the “unjoy” in reading, it is just as important to offer opportunities where in a student is allowed to explore, make mistakes and naturally grow into literacy. Sometimes, the issue is not entirely the student. It can be many factors: the system of education, the materials and resources provided, the pressure to do well. I think the goal is to meet a student where he/she/they is. And, as a reading interventionist, teacher-librarian and bibliotherapist, I need to explore and know how my students view reading.
I ask: what does reading look like for them beyond standardized tests and rigid expectations?
