Reading for Pleasure

Neil Gaiman gave the second annual lecture for The Reading Agency the other day. Miranda McKearney OBE, Founding Director of The Reading Agency said: "Tonight is part of an urgent debate about how to build a nation of readers and library users. Who better than the extraordinary Neil Gaiman to help us think through new solutions to the fact that for a wealthy country, with free education, we have a shocking literacy problem?"

Gaiman said: "I'm going to suggest that reading fiction, that reading for pleasure, is one of the most important things one can do. I'm going to make an impassioned plea for people to understand what libraries and librarians are, and to preserve both of these things."
He then spoke about 'the power of fiction to transform our understanding of the world and turn us into citizens': "The simplest way to make sure that we raise literate children is to teach them to read, and to show them that reading is a pleasurable activity. And that means, at its simplest, finding books that they enjoy giving them access to those books and letting them read them."
He cited research by America's private prison industry, showing why reading fiction is so important: "I was once in New York, and I listened to a talk about the building of private prisons - a huge growth industry in America. The prison industry needs to plan its future growth - how many cells are they going to need? How many prisoners are there going to be, 15 years from now? And they found they could predict it very easily, using a pretty simple algorithm, based about asking what percentage of ten and eleven year olds couldn't read. And certainly couldn't read for pleasure. It's not one to one: you can't say that a literate society has no criminality. But there are very real correlations. And I think some of those correlations, the simplest, come from something very simple. Literate people read fiction."
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More news from inside...Chibundu Onuzo at a prison reading group.

Chibundu  Onuzo’s  The Spider King’s Daughter is a first novel of degrading poverty and fabulous wealth, laced with vigorous dialect, and set in her native Nigeria. Readers at an HMP were lucky to have an author visit from Chibundu Onuzo recently, organised by the Librarian. Support from Give a Book provided 25 copies of the novel for readers throughout the prison.
This was a lively and enjoyable event, with a large group of readers who had really engaged with the novel, and found its story of the relationship between a street hawker and a millionaire’s daughter fascinating and absorbing. It’s a novel which opens your eyes to the extremes of Nigerian society, from the Louboutins and swimming pool lifestyle of the super-rich to the subsistence level existence of the very poor.  There are fascinating glimpses of West African life – the food vendor who keeps pieces of fried meat in a secret compartment of her bra for favoured clients, the wealthy teenagers who are confident their fathers will pay someone clever to sit their entrance exams for Yale.
As well as facing really in-depth questions (at one time she said to one questioner, `You know this novel better than I do!’)  Chibundu Onuzo read several hilarious extracts featuring the `pidgin’ which makes this novel so distinctive. For those familiar with it – quite a few in the audience -  this sense of a known place was what made the novel such an enjoyable read; others, like me, found some of the dialogue strange at first. But it’s Chibundu Onuzo’s skill at dialogue which makes The Spider King’s Daughter so rich. And I learned quite a lot: that women in Nigeria are called `Aunty’; older women would be `Ma’; you never address your parents by their first names.  Conversation on topics like this went on long after the formal question and answer session was over, and Chibundu Onuzo stayed for a long time chatting with the audience.
All the book group members and other readers at the prison are really grateful to Chibundu for her visit and for providing such a lively afternoon.
The reading group is part of the Prison Reading Groups (PRG) project. Now please go back to Give a Book.

The importance of instilling a need to read

A characteristically trenchant and excellent article in The Telegraph the other day by Jonathan Douglas  Director of the National Literacy Trust , a charity that transforms lives through literacy. We quote it here in full.
Teens who choose to pick up a book for pleasure are more likely to succeed in life, research shows. But getting them to do so isn’t easy, says Jonathan Douglas.
Reading for pleasure at the age of 15 is a strong factor in determining future social mobility. Indeed, it has been revealed as the most important indicator of the future success of the child. That was the startling finding of research carried out by the Organisation for Economic Co-operation and Development on education and reading, and their role in promoting social mobility. It highlights why getting teenagers to read for pleasure is more than a sepia-tinted ambition for frustrated parents. It is a fundamental social issue.
The research findings need unpicking. A distinction is being drawn between different motivations for reading – whether it is done for its own sake, or whether it is the result of being cajoled by carrots and sticks. Research suggests those who read for pleasure demonstrate an intrinsic desire to engage with stories, texts and learning. Reading for pleasure therefore reveals a predisposition not just to literature, but to the sort of lifelong learning that explains increased social mobility.
There is a simple conclusion to draw from all this. We must encourage our children to read for pleasure. But that is easy to say and hard to achieve, particularly in the culture in which many young people grow up today in Britain. They have plenty of other leisure activities to choose from.
They can, of course, read on a screen, but we read in different ways when reading different formats. The language of emails, for example, is not the same as the language we would use in a letter. Analysis so far of the impact of digital literature is that it can play an important role in building core literacy skills, but there is an ongoing debate about whether it conveys the same benefits as reading a physical book. Initial research in the United States would appear to suggest that it doesn’t.
There are also differences between boys and girls in terms of reading for pleasure. In Britain, girls read more and have more positive attitudes to reading than boys. This is not a universal phenomenon. In India, by contrast, it is the other way around, though that may have more to do with questions of gender and access in that society.
In Britain, it is about gender and attitude. The reluctance of boys to read for pleasure seems more social than biological. A recent commission led by National Literacy Trust (NLT), of which I am the director, with the All Party Parliamentary Literacy Group found that, for many boys, reading for pleasure was just not something they wanted to be seen doing.
We can dig beneath this headline assertion and identify other potential reasons for the reluctance of many boys to read in their own time. Does the predominance of women in the primary school workforce, where reading is encouraged, make it seem a largely female activity? And what about research that shows that girls from an early age are more likely than boys to be given books, that girls are more likely to be taken to libraries and bookshops, and that mothers, rather than fathers, are more likely to read to children?
I would also argue that a youth culture that shuns reading for pleasure must also be related to the way literacy has been taught in our schools. In 1998, the Labour government introduced a National Literacy Strategy. It produced an improvement in reading standards in primary schools, but it also seems to have reduced levels of reading for pleasure. We need to address this urgently.
The reading for pleasure habit, I firmly believe, can only be built by giving youngsters the sort of books that interest them. So school libraries, for instance, should not only stock books that support the curriculum, but also books that match pupils’ own interests, sparking their enthusiasm for reading and books. If that means car manuals or books about football for boys, then so be it.
As well as chiming with their interests, books that hook young people into reading need to resonate with who they are. The teenage novels of the past four decades are an extraordinary development in literature, and explore the teenage identity.
This has not always been the case. When I was a teenager, once I had outgrown Rosemary Sutcliff, C S Lewis and J R R Tolkien, the standard literary journey moved on to Sherlock Holmes or Agatha Christie – a strange hinterland of innocent experiences of adulthood. Meanwhile, in the classroom, the emphasis was on building our knowledge of the canon of classics of English literature. That often felt far removed from anything I was actually going through as a teenager.
It was only in the Seventies that writers such as Aidan Chambers, with his “Dance” sequence of novels, and Robert Cormier, with The Chocolate War and others, came along with literature specifically for teenagers, which chimed with what they wanted to read in the same way that pop music resonated with what they wanted to hear.
And that transformation continues apace today in the hands of the likes of Melvin Burgess and Malorie Blackman. They write extraordinary, psychologically acute books for teenagers that give them access to truths that adults are sometimes too scared to tell them. Burgess’s Junk is about a group of teenage tearaways in Bristol who fall into anarchism and heroin addiction. It deals with issues that teenagers may be experiencing in life for the first time, but deals with them in the safe environment of the pages of a book. Or his Nicholas Dane, loosely based on Oliver Twist but set in care homes in Manchester. Just as Dickens dealt with the reality of his times, this book exposes its readers to present-day reality, and therefore has a greater resonance for them.
I’m not saying that teenage readers shouldn’t tackle Dickens. It is not an either/or. But if we only give them Dickens, or other books that adults think are “good” or “appropriate” for them, then we are potentially missing an opportunity to instill in them that vital habit of reading for pleasure.
There is a balance to be struck, and this goes to the heart of the current debate about whether a canon of classics needs to be imposed on teenage students in our schools. Some say that this proposal is wrong, that the way to get them reading for pleasure is to give them complete freedom to choose. Others say that without a knowledge of the classics, they are being failed by the education system because they will miss out not only on great literature, but also on a vital part of their own cultural identity and heritage.
Perhaps the way forward is to remove the barriers between teenage fiction and the classics, to acknowledge that both have their role in encouraging reading for pleasure, and that those roles may overlap. The national curriculum today gives great leeway in choosing the books that are to be studied, but what that tends to mean is that the selection now falls not to examiners or ministers, nor to pupils, but to their teachers.
To make the most of these freedoms, teachers need to know about teenage writing. They must seize on the work of a new generation of writers for teenagers as a priceless teaching resource. Sadly, the Times Education Supplement’s recent survey of teachers’ top 100 books suggests that their knowledge of new writing is patchy. To Kill a Mockingbird and Of Mice and Men remain the unimaginative staple diet for many.
This is where school librarians need to come to the curriculum’s rescue. As schools’ resident book experts, school librarians have never been so important as they will be in the next 18 months, as teachers look for support in finding the books that will teach the new curriculum.
The resources we have to inspire young people’s reading are greater and more profound than ever before. If we make the most of them, the results will be extraordinary for individuals and for society. And for the disadvantaged young people the NLT works with, reading is no less than a lifeline.

Jonathan Douglas will appear with authors Malorie Blackman, Melvin Burgess and Hayley Long at the Telegraph Hay Festival on May 30 at 5.30pm in a question time session for young-adult fiction fans.

Now go back to Give a Book.

Here, they don't have to be prisoners...

There was an interesting account by Ros Coward in The Guardian 15th January 2013 of one of the Prison Reading Groups. We quote from it below.
'The reading group in Wandsworth jail offers offenders a welcome escape from their restricted lives
Wandsworth prison is an ominous place with its dark brickwork, iconic gates and perimeter walls topped by billowing rolls of barbed wire. The prison library, however, looks a bit like a comfy community library.
I'm here at the invitation of academics Jenny Hartley and Sarah Turvey who have been running volunteer reading groups in Wandsworth and other prisons for the last 13 years. Recent policy has prioritised vocational qualifications for prisoners. But Turvey sees the groups as equally vital. "The majority of prisoners have had negative experiences of school and are wary of formal education in prison," she says. "We're helping prisoners develop skills they need before they can even think about qualifications."
Tonight, Turvey and Niamh Fahey, the assistant librarian, are running a group for 14 high-security prisoners. Fahey unlocks them from the individual cells they have been in since 5pm the previous evening. They bring with them their book of the week, Stephen Kelman's Pigeon English.
Turvey invites responses from the group. John, older and educated, gives a precis. "The book is depressing," he says. "This kid comes to England to find a quieter life but ends up in worse turmoil."
Stephen, a slight young man, says he found it compelling and redolent of the Damilola Taylor case. "The descriptions of the estate made me laugh. They were just like where I live. But it wasn't always easy to tell who was speaking."
This theme is taken up by an exceptionally well-spoken young man. Although he had "never experienced the world of gangs", he found the way the boy had to hide behind a tough facade illuminating. But he disliked the "false naivety" of the protagonist. A bespectacled middle-aged man concurs. "I couldn't work the boy out. He was integrated well enough to have picked up the slang, but at other moments he seems totally naive, as if he's just off the boat." Pause. "If you'll forgive the expression."
A discussion breaks out about the use of patois in the book. "I'm from up north," says one, "and I found it excluding." "Well, I'm from the north too," says John, a Geordie, "but I didn't have so much difficulty. That's because I've had several black cellmates." Paul, who is black, says he could identify with how people got caught up in these gangs but wasn't engaged by the book. "Personally, I didn't like it, " says Omar, "even though it was about someone struggling to fit in. I couldn't follow the narrative. It was more like a series of short stories."
I look round the group, wondering how they had ended up here. "It's something we never ask ourselves," says Turvey. "For one hour in these groups they don't have to be prisoners, they can be readers."
A theme emerges. They are fed up with what they call "boy books", especially those connected to news stories. "The Damilola case was tragic," says John, "but we've reached saturation point with all these plays and books. Maybe it's just because we're in prison, but it seems to get thrown in your face."
Peter agrees. "Books like these don't take you out of yourself," he says. "It's the whole business of books these days, they are so lightweight. I think the authors are running out of ideas. So many are based on historical fact rather than what you'd imagine an author should take inspiration from. If they were to write about a couple of people who went into the woods and had a Socratic dialogue, that wouldn't be so popular. They are only interested in what's in the news. But for this to get on the Booker shortlist! I mean, compare this with Midnight's Children, how could you ever put them in the same category?"
The rest of the group listens respectfully. "One of our only rules," says Sarah, "is they should wait their turn. But it's never enforced because it never arises. They always listen to each other's opinion."
Peter says he keeps coming "because it's an opportunity to talk about something other than crime or sport or whatever you talk about in the cell, which tends to be very matter-of-fact. Fabio Capello [former England football manager] says you only need 200 words to get by in English football. Well, you only need 100 in prison."
"You're right," says Stephen, "all the conversations in prison are just banal. No one has a standpoint. Here, you can have an argument and hear other people's point of view."
"It's lovely to see people relax," says Fahey, the librarian, who says it is her favourite part of the job. "The prison is full of tension. But there's never any friction here. That's quite special. It's an oasis."
The skills that emerge in reading groups, says Hartley, are respect for others' opinions, learning to express oneself, and overcoming aggression. "Listening to each other's opinions," says Hartley, "is about learning you can disagree but remain friends. All sorts of arguments come out from a book or character. That's what literature is for."
Turvey and Hartley hope more prison authorities will recognise the value of their groups in promoting those all-important "soft skills". But their motivation clearly goes deeper. "I love it," says Hartley. "It gives me such a buzz. This is something which matters to them, so it matters to me."'
Give a Book is delighted to be supporting these groups. Now go back to the Give a Book Home Page.

God bless Reading Groups

“It’s hard to train for freedom in a cage” is just one of the memorable quotes to be found in the Oxford History of the Prison edited by Norvall Morris and David Rothman.
Memories of what it is to be free recede as your sentence progresses, as you are forced to accept the rhythm of prison life. Of shower, facility time, work, servery, work, servery, association, bang up. Day after day, week after week, month after month, year after year.
As fellow prisoners will confirm the key to maintaining sanity inside a cell lies between your ears. “They can lock up your body but not your mind” is an oft heard phrase.
For most the staple in cell diet of TV, inane adverts, music and ‘news’ from the ‘real’ world,  along with, if you’re lucky, conversation with a really good pad mate will see you through bang up.
But for some this is not enough. Suddenly cast in to a regime bearing some comparison to that found in a monastery. Often forced to confront their own demons. It is no great surprise that some prisoners discover religious faith when they least expect it and some rediscover the pleasures of reading. An activity so often sidelined, certainly in my case, by the daily pressures of life on the outside.
Through my time at HMP the inspiring attitude of staff within the Library and the teachers within Education has not only kept me sane. It has also wrought changes upon me for the better.
In this context the monthly Reading Group requires special mention. The regular opportunity to sit down comfortably in a relaxed forum amongst my peers….To share opinions on books that I might not otherwise have read and even, on occasion, have the opportunity to converse with their author. Not forgetting coffee and sometimes cake or biscuits! This is a precious activity with long term benefits extending well beyond the time it occupies.
Before coming to prison it wouldn’t have crossed my mind to seek out membership of a local reading Group. Neither would I have realised the riches to be gained from seeing books through the minds of others and challenging my own preconceptions.
But now I have resolved to set aside at least an hour each day to reading and freeing my mind. I shall also, upon release, be seeking membership of a local reading group. It will be interesting to see how it compares.
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London reads Oliver Twist

London's City Reads  is Oliver Twist, appropriately enough in this Dickens anniversary year. There are events all over the city to be found on their excellent website--libraries to go to, a Facebook reading group to join, all manner of things to discover and enjoy.