Motivating book reading during adolescence: qualitative insights from adolescents

Abstract

Background: Research demonstrates a wide range of benefits associated with reading books, from academic and cognitive to social and emotional. Reading motivation has been shown to drive the volitional reading of books; however, international research consistently demonstrates a global decline in reading motivation from childhood to adolescence. As a result, there is considerable research, policy and practice interest in understanding how to increase adolescents’ volitional reading. To date, very little research has centred on adolescents’ views within this exploration. Purpose: Through collaboration with a Young People’s Advisory Panel (YPAP) of young people aged 13–15, and a national literacy organisation, this study sought to identify adolescents’ views on factors which would increase their volitional book reading. Research questions were: (1) What factors do adolescents perceive as their reasons for reading or not reading? and (2) How can we inspire and sustain book reading motivation and engagement in adolescence? Methods: Working with six members of the YPAP, adult- and peer-led semi-structured interviews were carried out with 46 adolescents aged 13–15, 30 of whom were female and 16 male, from six geographically dispersed high schools in Scotland, United Kingdom (UK). Data were analysed using an inductive data-driven thematic process, with findings interpreted in collaboration with the YPAP. Findings: Factors which adolescents reported would motivate volitional book reading included (1) Access to quality books aligned with their interests; (2) Knowledge and skills to choose books aligned with their interests; (3) Autonomy over reading choices; (4) Reading promotion messaging which resonated with them and their ways of communicating; (5) Social reading practices which were personally enjoyable, meaningful, and enriching; and (6) Quality space and time to foster and sustain book reading practices. Conclusions: This study extends current understanding of the factors that could motivate adolescents’ volitional reading. It offers researchers, policymakers, and educators novel insights into adolescents’ perspectives, which may support continued efforts to increase adolescents’ reading motivation and engagement.