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Статті в журналах з теми "Reading for pleasure pedagogy"

Автор: Grafiati

Опубліковано: 24 січня 2025

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1

Ludlow, Morwenna, and Sophie Lunn-Rockliffe. "Education and Pleasure in the Early Church: Perspectives from East and West." Studies in Church History 55 (June 2019): 6–34. http://dx.doi.org/10.1017/stc.2018.12.

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Early Christian teachers and preachers were often cautious about, if not suspicious of, pleasure, but they also had a lively awareness of the psychological aspects of pedagogy, and of the power of pleasure and delight to persuade, move, instruct and even convert. This article explores the treatment of pleasure as a pedagogical tool, tracing this subject through the lens of sermons, letters, treatises and poetry written in Latin and Greek and drawing out both classical and biblical themes. It notes that, while most of the authors considered acknowledge pleasure as a potential problem in pedagogy, it is a problem they attempt to navigate. The article sketches out various approaches to the problem, noting especially the pleasure involved in reading, performing and expounding Scripture; pleasure used as a conscious educational strategy; and discussions which weigh up the dangers and gains of pleasure in education.

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2

Hempel-Jorgensen, Amelia, Teresa Cremin, Diane Harris, and Liz Chamberlain. "Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’?" Literacy 52, no. 2 (April 19, 2018): 86–94. http://dx.doi.org/10.1111/lit.12157.

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3

Price, Katherine, and Alyson Simpson. "“You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities." Education Sciences 15, no. 1 (December 24, 2024): 7. https://doi.org/10.3390/educsci15010007.

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Proficiency in literacy provides an essential foundation for citizens to participate fully and effectively in society. Research highlights a strong correlation between frequent reading and strong literacy outcomes for students and emphasises the benefits of a Reading for Pleasure (RfP) pedagogy on student reading motivation and attainment. As teachers are responsible for students’ literate development, the ability to teach literacy and the development of a literate identity thus form integral components of initial teacher education. There are studies revealing the important connection between teachers’ literate identities and their students’ reading engagement and literacy outcomes; however, less is known about the formation of pre-service teachers’ literate identities. This case study sought to investigate the impact of pre-service teacher engagement with Reading for Pleasure practices as they reflected on their literate identities. During the study, four student teachers in their final year of a Bachelor of Education (Primary) degree in an urban university in NSW, Australia, met weekly for six weeks to engage with Reading for Pleasure practices. Data were collected through participant observation notes, focus group discussions, and a questionnaire completed at the start and the end of the study. This study was informed with a consideration of complexity theory, and an analysis was made of participant’s reflections on RfP, as expressed through the intersecting systems within which initial teacher education is situated. Framed by the understanding that knowledge is socially constructed, this paper outlines how participants found benefit in Reading for Pleasure in forming their literate identities.

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4

Lloyd, Mair E., and James Robson. "Staying the distance: Transforming Latin pedagogy at the Open University." Journal of Latin Linguistics 18, no. 1-2 (December 18, 2019): 101–28. http://dx.doi.org/10.1515/joll-2019-0004.

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Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

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5

Awah, Isang U. "Strategies to Motivate Children to Engage in Leisure Reading: Qualitative Insights from Nigerian Children." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 1. http://dx.doi.org/10.17507/jltr.1201.01.

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Some research done in the Western world indicates that children’s reading engagement is affected by certain factors and that children can be impacted in such a way that they will choose to engage in leisure reading. This paper, which arises from a study that explored the reading habits of a group of 9-12-year-olds in a book club in Nigeria, examines the factors that affected the reading engagement of the participants and suggests evidence-based strategies that could motivate children to engage in leisure reading. Through an interpretivist theoretical perspective, the study gathered data using the methods of collage making, observation, questionnaire, and interviews, and analysed them through inductive thematic analysis. Findings indicate that the participants read for pleasure, though their level of reading engagement differed. Findings also reveal that the reading engagement of all the participants may have been, in varying degrees, influenced by different factors such as the pedagogy of reading, access to reading materials, the reading environment, and the availability of social networks that support leisure reading. Insights from the study could guide on practices that strengthen children’s engagement in leisure reading.

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6

Margaritoiu, Alina, and Simona Eftimie. "GROUP SOLIDARITY FOR STUDENTS THROUGH DISCONNECTING FROM NEW MEDIA." Jus et Civitas – A Journal of Social and Legal Studies 8(62), no. 1 (2021): 19–26. http://dx.doi.org/10.51865/jetc.1.03.

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The purpose of our paper is to invite to a critical reflection about the negative consequences of using new media by students during online classes, situation that unconsciously could of contribute to their addiction. More, sometimes, young people manifest their tendency to relativize their addiction on media or to integrate their addition through common behaviours, making it trivial. Thinking that students’ addition on new media indicate the lack of personal discipline, we believe that one of today teacher responsibilities is to find strategies and create learning contexts that help them to develop self-discipline. In consequence, we have proposed a pedagogic experiment – “online disconnection” and group solidarity – to our students (Sciences of Education, specialization Pedagogy). They have been kept a reflexive journal during experimental period. Through significant results we have found some advantages of their online disconnection: more time to do enjoyable and useful activities, a positive affective estate, re-discovering the pleasure for reading, raising motivation for specialty literature and gradual detachment from new media addiction, group solidarity.

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7

Howard, Alex. "The Pains of Attention." Nineteenth-Century Literature 69, no. 3 (December 1, 2014): 293–318. http://dx.doi.org/10.1525/ncl.2014.69.3.293.

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Alex Howard, “The Pains of Attention: Paratextual Reading in Practical Education and Castle Rackrent” (pp. 293–318) In Practical Education (1798), Maria Edgeworth and Richard Lovell Edgeworth’s treatise on rationalist pedagogy, the authors define attention as a form of painful “mental labour.” The habit of concentrating, they suggest, must be carefully cultivated before the intellectual pleasure can outweigh the “fatigue” of thinking—and to do so, “those who expect to succeed in the art of teaching” must always remember “that we can attend to but one thing at a time.” Edgeworth’s ironic annotations to Castle Rackrent (1800), however, gleefully flout these rules. By formalizing the separation between narrative and contextual material, the Editor’s footnotes diversify—and intensify—the annotated novel’s claims on its reader’s attention. This essay reframes the Editor’s paratextual interruptions as deliberate pedagogical challenges to the “lazy” adult reader’s stunted faculty of attention. Investigating the phenomenology of paratextual reading, I argue that Edgeworth’s novel aims to empower its readers to gather, to process, and to retain the information that will guide them toward more responsible political judgments and more nuanced methods of knowledge production. Ultimately, by juxtaposing the habits of pleasurable attention required of responsible intellectual laborers with the realities of labor relations on the Irish estate, Edgeworth presents the novel’s pedagogy as a necessary intervention into Anglo-Irish labor relations at the critical moment of Union.

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8

Getmanskaya, E. V. "TRADITIONS AND INNOVATIONS IN SCHOOL LITERARY EDUCATION IN EUROPE." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 79(1) (2021): 14–17. http://dx.doi.org/10.37313/2413-9645-2021-23-79(1)-14-17.

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The topic of the article is the main problems of the functioning of fiction in secondary school, the traditional interpretation of the educational function of literature for the European paradigm, the representation of the literary canon in the European school, the educational context of the concepts "literature"and " reader". Reading fiction at school remains not only at the center of European curricula, but also at the center of the entire cultural and socioeducational European discourse, and, above all, because of the importance of this subject in the process of forming the personality of the younger reader. In the document regulating the language policy in the European Union (Language Policy Division, 2009), fiction is considered as a factor contributing to the development of personality. Personality formation is a generally recognized function of reading literature, it contributes to the formation of moral attitudes and social values, the document says. A number of researchers call such views on literature moralistic (Witte, Maslowski Pike, etc.). Other educational scientists go further in assessing the moral impact of literature on the adolescent reader and consider it as a way of learning about religion and as support for the reader in accepting certain religious values (Iseghem, Collins). Lewis and Petrone connect the process of forming the identity of a teenage hero, reflected in a literary work, and the construction of the identity of a teenage reader. They note that teenage readers are more willing to read literature that reflects the stage of life at which they themselves are. The main function of literature focused on the reader – pleasure − is perhaps the most obvious in European pedagogy. Soetaert and Felski believe that literary education, first of all, should stimulate the pleasure of reading; the magical effect of fiction is its main purpose.

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9

Goldberg, RL. "Staging Pedagogy in Trans Masculine Porn." TSQ: Transgender Studies Quarterly 7, no. 2 (May 1, 2020): 208–21. http://dx.doi.org/10.1215/23289252-8143365.

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Abstract This article considers the ways in which pedagogy is formally represented in trans masculine porn, specifically in three films that stage scenes of learning: Linda/Les and Annie: A Female-to-Male Transsexual Love Story, Phineas Slipped, and Sex Education. Focusing on pedagogical scenes that dramatize failure, the article asks, Why, in trans porn, do we see extrageneric claims to educate? What kinds of pedagogical fantasies do trans porn, and porn-adjacent film, render about bodies and pleasures? The author offers a close reading of these films as rooted not in pornographic fantasy but in the fantasies of pedagogy. By directly incorporating pedagogy into the formal content of trans masculine porn films, these films distance themselves from the pedagogical functions of porn—porn as encounter, porn as learning about trans “difference”—and instead point to fantasies of efficacious pedagogy. The author suggests that these films do more than educate viewers on transgender; rather, they portray the pedagogical encounter itself as one way in which performers work through their own fantasies of successful pedagogy.

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10

Lompoliu, Erienika Meiling. "CREB1T: A Gamification of Double Entry Accounting System Based on Android Application." CogITo Smart Journal 6, no. 1 (June 15, 2020): 107. http://dx.doi.org/10.31154/cogito.v6i1.235.107-116.

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All is altered by technology. Every aspect of our lives is now, in one way or another, heavily dependent on or seamlessly improved by technology. Different technology media, channels and resources, especially in the higher education, have greatly affected the method of pedagogy in recent years. First was computer-based learning, which has replaced most of the traditional way in reading, learning and test taking. This include the use of electronic books, videos and the computer-based exams. On the other hand, gamification has been able to enhance students' understanding of learning. From the usual monotonous reading to the recollection of a enjoyable game-like experience, which gives them the feeling of pleasure instead of pressure. The students undertaking accounting classes have a great deal to learn basic accounting including debit and credit principles – a double entry accouting system method, which are one of the essentiaal and important to the skills they have in the real world, and yet they can be repetitive, boring and tearful. The CREB1T application aimed to tackle this issue by incorporating gamification approach in the lesson and deploy it on a mobile application, a platform where most millenials students are receptive with. And since it’s on mobile students may able to learn it anywhere during their spare time giving them freedom to suit their study habit.

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11

Argiropoulos, D. "THE AUTONOMY AS AN EXPRESSION OF THE HUMAN BEING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3 (106) (October 31, 2021): 5–19. http://dx.doi.org/10.35433/pedagogy.3(106).2021.5-19.

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The article focuses on the autonomy achieved by a person with disabilities in connection with a network that has to make the imaginary project feasible. A multidisciplinary reading on the concept of autonomy that is related to the idea of dependence and independence is essential within this network. Furthermore, possible autonomies are presented, dealing with spheres of the human being that are usually regarded as inaccessible to a person with disabilities, such as the sexual sphere, living alone, social life and work. These aspects of life belong to adulthood, which every human being undertakes at some point in their life. But the latter is not usually recognized to the person with disabilities, locking them up in a dimension of non-growth and "eternal child". The concept of autonomy implies dependence. As the Argentine pedagogist Myrtha Chokler reminds us, "there is no autonomy without dependence". We all depend on everyone, children and adults: in our life, we talk about co-dependence or mutual dependence. On the other hand, autonomy also means self-governance, i.e. not doing things for oneself, but doing for oneself. This represents an important dimension of autonomy: the will. In the educational field, autonomy requires a mutual involvement between educator and student which is characterized by a mutual affective and emotional dependence in which the will always remain the central focus of the student's action, without it slipping into obedience. Autonomy, therefore, is a conquest. A process in which the adult educator, who takes care of the student, works on the educative relationship through trust, freedom of movement, affective security, within a safe space, physical but also emotional, in which there is openness to novelty and change. This requires the creation of an environment that welcomes the pleasure of the student (especially at an early age) to be autonomous, that welcomes his attempts that will be the way to learn not to depend on the adult. And for all this, an indeterminate and personalized amount of time is required.

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12

Brereton, Pat, and Barbara O'Connor. "Pleasure and Pedagogy." Convergence: The International Journal of Research into New Media Technologies 13, no. 2 (May 2007): 143–55. http://dx.doi.org/10.1177/1354856507075241.

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13

Tarulli, Laurel. "Pleasure Reading." Reference & User Services Quarterly 53, no. 4 (June 1, 2014): 296–99. http://dx.doi.org/10.5860/rusq.53n4.296.

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14

Daugs, Gwen. "Rancière and Pedagogy." American Association of Philosophy Teachers Studies in Pedagogy 5 (2019): 7–21. http://dx.doi.org/10.5840/aaptstudies201912641.

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In this essay, I analyze the pedagogical system contained within Jacques Rancière’s , paying special attention to the conceptions of knowledge and learning that follow from the presupposition of the equality of intelligence between teachers and students. From this, I show how the Rancièrian pedagogical system introduces the problem of distraction and suggest that the phenomenon of distraction in learning presents a problem for emancipatory teachers. I conclude by considering the role that pleasure plays in learning and suggest that cultivating pleasure minimizes the problem of distraction.

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15

Pfordresher, John. "Pleasure in Reading." English Journal 74, no. 6 (October 1985): 44. http://dx.doi.org/10.2307/816892.

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16

Cook, Deborah. "Reading for Pleasure." Poetics Today 8, no. 3/4 (1987): 557. http://dx.doi.org/10.2307/1772568.

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17

Rawstrone, Annette. "Reading for pleasure." Practical Pre-School 2018, no. 215 (December 2018): 2. http://dx.doi.org/10.12968/prps.2018.sup215.2.

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18

Moss, Chris. "Reading for pleasure." British Journalism Review 24, no. 4 (November 25, 2013): 39–46. http://dx.doi.org/10.1177/0956474813515390.

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19

Weed, E. "Reading for Pleasure." differences 21, no. 1 (January 1, 2010): 209–17. http://dx.doi.org/10.1215/10407391-2009-028.

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20

Pfordresher, John. "Pleasure in Reading." English Journal 74, no. 6 (October 1, 1985): 44–46. http://dx.doi.org/10.58680/ej198510945.

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21

Kim, Hyori, and Okryun Jung. "Exploring the Types of Pleasure in Adult’s Narrative about Reading Experience." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 867–84. http://dx.doi.org/10.33645/cnc.2022.9.44.9.867.

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The purpose of this study is to explore the types of reading pleasure experienced by adult readers. To this end, six adult readers who claimed to experience pleasure through reading were selected as research participants. The research results were obtained by analyzing the reading experience narrative using a thematic analysis method. There are six types of reading pleasure in the adults’ reading experience: ‘Attitude and Interest Pleasure’, ‘Cognitive pleasure’, ‘Affective pleasure’, ‘Practical pleasure’, ‘Social pleasure’, ‘Physical pleasure’. This study will be a source for designing educational programs which promote adult readers into lifelong readers who enjoy reading.

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22

Perera, K. K. N. L., and S. D. Somaratna. "Undergraduates’ Perspectives on Promoting Pleasure Reading Facilities in University Libraries: A Case Study." Sri Lanka Library Review 38, no. 1 (February 28, 2024): 1–15. http://dx.doi.org/10.4038/sllr.v38i1.67.

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Pleasure reading refers to free, voluntary, and non-goal-oriented reading that provides enjoyment or pleasure to the reader. The promotion of pleasure reading is not typically considered a priority in most university libraries. However, recent studies strongly suggest that pleasure reading can have significant, positive impacts on the overall performance of university library users. This study presents undergraduates' perceptions of pleasure reading facilities at the main library of the University of Colombo, as well as their expectations regarding the promotion of these facilities. The results of this study demonstrate a significant population of pleasure readers with diverse reading habits. Most pleasure readers are frequent readers (74.6%, n=209). Novels are the most popular type of reading material (77.5%), followed by non-fiction and short stories. Realistic fiction (33.3%) is the most popular genre among them, followed by fantasy and mystery. A majority of pleasure reading undergraduates have a very positive perception of the benefits of pleasure reading. The three most accepted benefits of pleasure reading were; pleasure reading helps to relax, gives enjoyment and helps to escape from routine work. Most of the participants believe that the promotion of pleasure reading should be a priority for a university library. Among all the facilities related to pleasure reading at the Main Library of the University of Colombo, most of the readers have rated the suitable library environment and the availability of a supportive staff. Pleasure readers prioritize suggested initiatives such as displaying new arrivals and implementing a Readers' Advisory Service to promote pleasure reading in the library.

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23

Pinsker, Sanford. "The shortsighted pedagogy of material pleasure." Academic Questions 12, no. 4 (December 1999): 8–12. http://dx.doi.org/10.1007/s12129-999-1020-8.

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24

Thaba-Nkadimene, Kgomotlokoa Linda, and Maletšema Ruth Emsley. "Reading for pleasure : the influence of reading clubs in selected Bahananwa Limpopo primary schools." Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 133–55. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a7.

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The challenges of reading experienced by learners exerts a negative impact on reading for pleasure, and learners' outcomes. In an attempt to address such reading challenges, Reading Clubs were launched to promote reading for pleasure among South African youth. This study examines the influence of Reading Clubs on learners' attitudes to Reading for Pleasure and the outcomes thereof. The study was informed by the Top-Down Model of Reading and the Cultural Theory of reading for pleasure. Interviews were conducted in five purposively selected schools with five Sparker coaches and five teachers. The research findings reveal a positive influence of Reading Clubs on reading for pleasure and learners' outcomes. This is reflected through improved levels of reading for pleasure. This study ultimately recommends that schools learn from best practices of Reading Clubs, and that government strive to make Reading Clubs a sustainable project.

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25

Kaswell, Alice Shirrell. "Reading Textbooks for Pleasure." Annals of Improbable Research 11, no. 3 (May 1, 2005): 25. http://dx.doi.org/10.3142/107951405781345569.

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26

Kringelbach, Morten L., Peter Vuust, and John Geake. "The pleasure of reading." Interdisciplinary Science Reviews 33, no. 4 (December 2008): 321–35. http://dx.doi.org/10.1179/174327908x392889.

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Wright, Tracey. "For Your Reading Pleasure." Pharmaceutical & Diagnostic Innovation 4, no. 7 (July 2006): 2. http://dx.doi.org/10.1007/bf03259649.

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Giblett, Rodney. "Writing sexuality, reading pleasure." Paragraph 12, no. 3 (November 1989): 229–38. http://dx.doi.org/10.3366/para.1989.0017.

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Okwako, Eric. "Developing Pleasure Reading among Secondary Students: Critical Analysis of Approaches and Challenges." Journal of Linguistics, Literary and Communication Studies 2, no. 1 (February 17, 2023): 1–6. http://dx.doi.org/10.58721/jltcs.v2i1.150.

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Pleasure reading is defined as reading that is freely chosen by readers and that they enjoy reading (Rumbold 2006). According to Rumbold (ibid) pleasure reading has many benefits one of which is language acquisition. The world over, teachers of languages, whether first or second, are faced with the task of ensuring that students have a good mastery of the language they are learning. Research in language learning has shown that pleasure reading contributes immensely in mastering a language (Garside 1991, Barasa 2005 and Rumbold 2006). Therefore, language teachers should use pleasure reading as one of the approaches that should be used in the teaching and learning process. It is, therefore, important that a critical analysis of the development of pleasure reading is done. This article gives suggestions on the development of pleasure reading.

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Sakib Biswas, Md. "Pleasure Reading and the Role of Libraries: A Review of the Literature." Indian Journal of Information Sources and Services 13, no. 1 (March 22, 2023): 32–38. http://dx.doi.org/10.51983/ijiss-2023.13.1.3537.

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Pleasure reading soothes mental stress and dispels boredom from hectic pressure. A considerable number of studies have been conducted worldwide regarding pleasure reading. The purpose of this study is to conduct a state-of-art review of pleasure reading. This review also covers the role of libraries for promoting pleasure reading to set up the potential research directions for future studies. The analysis and findings suggest that pleasure reading possess positive effect on following aspects - academic achievement, meta-cognition, self-realization, achieving potential quality, career enhancement and so on. From the reviewed literature it is observed that libraries and library professionals with the help of researchers, practitioners, and policy makers can foster a shared culture to promote pleasure reading trend among the enthusiast readers community.

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Merga, Margaret K., and Catherine Ferguson. "School librarians supporting students’ reading for pleasure: A job description analysis." Australian Journal of Education 65, no. 2 (February 15, 2021): 153–72. http://dx.doi.org/10.1177/0004944121991275.

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Reading for pleasure is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. School librarians may play a key role in supporting reading for pleasure and associated literature advocacy; however, relatively little is known about how reading for pleasure may be valued within the job description of contemporary school librarians. It cannot be assumed that reading for pleasure is positioned as a valued aspect of the school librarians’ educative role in the United States and Australia, given factors such as evolving demands placed on the profession. Through hybrid content analysis of job description documents, this article explores which aspects of the current school librarian role are related to supporting reading for pleasure, comparing expectations between nations. While there are some similarities in the nature of the reading for pleasure role in the United States and Australia, Australian school librarians are far more likely to be expected to foster reading for pleasure.

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Jham, Vimi, and Eric Van Genderen. "MIDCOM: a strategic initiative in the Middle East and Africa." Emerald Emerging Markets Case Studies 5, no. 1 (March 3, 2015): 1–16. http://dx.doi.org/10.1108/eemcs-02-2014-0035.

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Subject area Marketing Strategy, International Marketing. Study level/applicability MBA Course Core course of Marketing Management. Specialization courses in Services marketing, Marketing Management, Retail Management. Executive training workshops on strategy formulations. Faculty development workshops on teaching pedagogy through cases. Capstone courses. Case overview The case talks about the declining share of Nokia globally, which affected Midcom's business. Despite this downfall, Midcom had maintained a majority share in the market. For now, the Middle East and Africa region was least effected by the global market share drop of Nokia, but Nokia's dropping market share was one of the threats Midcom might face in Africa. The segment where Android and BlackBerry Messenger (BBM) had hit Nokia was a minority stake holder in Nokia's share in Africa. The market itself was growing, but there was stiff competition from brands such as Samsung, Tecno, HTC, Apple and other Chinese brands. The case revolves around the strategies adopted by Midcom to maintain its leadership in the market to avoid the threats from its competitors. Expected learning outcomes The case seeks an intensive reading, research and a stimulating in-class discussion on implementing marketing strategy mixed with creating experience in the service industry with special focus on the telecom industry. The case is also open to other angles as per the other intents and context of the course and course instructor. Some of the learning outcomes from the case will be in the area of: customer satisfaction, distribution management, market leadership, retailing, competitive strategies in marketing and international marketing. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes. Subject code CSS 8: Marketing

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Cyphert, Dale. "Pleasure, pedagogy and oppression in the heartland." Text and Performance Quarterly 18, no. 1 (January 1998): 37–49. http://dx.doi.org/10.1080/10462939809366208.

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Hughes, Christina. "Pleasure, change and values in doctoral pedagogy." Studies in Higher Education 36, no. 6 (September 2011): 621–35. http://dx.doi.org/10.1080/03075079.2010.502569.

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Nadal, Jordi. "The Infinite Pleasure of Reading." Logos 32, no. 3 (December 27, 2021): 55–59. http://dx.doi.org/10.1163/18784712-03104021.

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Abstract Irene Vallejo11 has perfectly demonstrated the accuracy of Nuccio Ordine’s thesis on the usefulness of the useless. In a screenobsessed world that often destroys our serenity and the pleasure to be found in slowness, this wonderful author has found a direct line to the relevance of the ancient world and, by extension, to the world of books and many of the things they do to make life worth living. Kant distinguished between what has a price – and what has dignity.

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Hamley, Mary. "Reading for pleasure at home." Primary Teacher Update 2013, no. 26 (November 2013): 57. http://dx.doi.org/10.12968/prtu.2013.1.26.57b.

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JACOBS, MADELEINE. "Now, For Your Reading Pleasure." Chemical & Engineering News Archive 80, no. 7 (February 18, 2002): 5. http://dx.doi.org/10.1021/cen-v080n007.p005.

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Jennifer, J. Mary, and R. Joseph Ponniah. "Pleasure reading cures readicide and facilitates academic reading." i-manager’s Journal on English Language Teaching 5, no. 4 (December 15, 2015): 1–5. http://dx.doi.org/10.26634/jelt.5.4.3664.

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Aarnoutse, Cor, and Jan van Leeuwe. "Relation Between Reading Comprehension, Vocabulary, Reading Pleasure, and Reading Frequency." Educational Research and Evaluation 4, no. 2 (June 1998): 143–66. http://dx.doi.org/10.1076/edre.4.2.143.6960.

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Widiati, Utami, Tengku Intan Suzila Tengku Sharif, Lina Hanifiyah, and Meyga Agustia Nindya. "Reading engagement of Indonesian secondary EFL teachers as literacy indicators perceived over reading resources and pleasure reading." Indonesian Journal of Applied Linguistics 12, no. 3 (January 31, 2023): 841–52. http://dx.doi.org/10.17509/ijal.v12i3.45559.

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Nurturing students to become engaged readers for literacy development may need teachers who can play roles as models of keen readers. This descriptive quantitative study aims to profile the reading engagement of Indonesian EFL teachers as perceived from reading resources and pleasure reading. This study employed a survey questionnaire, requesting the respondents to reflect on their personal and school reading collection and their habits in reading for pleasure. Through a convenience sampling technique, voluntary responses were received from 183 secondary EFL teachers, mostly from East Java Province. The data were descriptively tabulated to result in frequencies and percentages. Research tool SPSS ver.24 was used to analyze the raw data for means, correlations, and compared means. Overall, this study found that reading engagement among secondary EFL teachers reflects moderately positive directions. The statistical analyses demonstrate that possessing personal reading resources may result in a slightly significant impact in assuring EFL teachers to read for pleasure yet better than having school reading resources. It has also been proven that both types of reading resources are weakly, yet significantly, correlated with reading for pleasure. This means that the more EFL teachers have access to reading resources, the more they will read and indirectly improve themselves. Future research may uncover the implications of having teachers engaged in reading on the design of more responsive reading instruction for the development of literacy culture at schools.

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Murphy, Sharon. "Reclaiming Pleasure in the Teaching of Reading." Language Arts 89, no. 5 (May 1, 2012): 318–28. http://dx.doi.org/10.58680/la201219340.

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Beginning with the premise that pleasure is a driving force in life, this article examines the relationships between pleasure, schooling and society across the past century.Â Through the examination of school texts, narratives, and histories of literacy instruction, a case is made that part of the move away from keeping pleasure at the heart of reading is based on the economic role that literacy is perceived as having in contemporary society. Consideration is given to a renewal of interest in rekindling the centrality of pleasure and the positive effects of such efforts. Some of the examples provided are deceptively simple to implement. To conclude, an argument is made that the road to the renewal of reading for pleasure can be embarked upon one teacher at a time.

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du Sautoy, Timothy. "The benefits of reading for pleasure." InnovAiT: Education and inspiration for general practice 14, no. 5 (February 3, 2021): 325–30. http://dx.doi.org/10.1177/1755738020986825.

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What are you reading for pleasure at the moment? Many of us may confess to not having the time or inclination to read for pleasure. Indeed, we have enough to read in the form of journals, textbooks and clinical documents in our day-to-day work, as well as in our continuing professional development. So you are not alone if you struggle to answer this question. This article aims to demonstrate that the benefits of reading for pleasure may be more far reaching, more applicable to general practice, and more applicable to our patients, than you might expect.

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Ghalebandi, S. Ghazal, and A. Noorhidawati. "Engaging Children With Pleasure Reading: The E-Reading Experience." Journal of Educational Computing Research 56, no. 8 (November 7, 2017): 1213–37. http://dx.doi.org/10.1177/0735633117738716.

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Traditional definitions of reading seem inadequate in today’s world as children encounter and interact with electronic screen-based reading using handheld devices such as tablets, smart phones, and so on. This study builds upon the context of reading engagement for pleasure and targets Malaysian bilingual children at the early stage of learning to read in English as their second most important language. The following research questions are put forward: (a) What drives children engagement with reading apps? and (b) how do children exhibit their e-reading experience? First- and second-grade children from primary school who had previously shown high achievement in English subject were selected for this study. Field observations and interviews were employed to capture children’s reading activity for pleasure in individual or shared reading settings using e-storybooks and educational reading apps. The findings indicate that children’s e-reading experience encompasses both motivational constructs and behavioral engagements. Children exhibit their e-reading experience through reading aloud or reading in silence along with screen manipulation.

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Swigger, Keith. "Reading and Reader Development: The Pleasure of Reading (review)." Libraries & the Cultural Record 39, no. 3 (2004): 342–43. http://dx.doi.org/10.1353/lac.2004.0043.

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El Haddad, Ranya, and Tendai Charles. "Does Digitalised Reading Enhance Comprehension While Reading for Pleasure?" Creative Education 15, no. 03 (2024): 367–82. http://dx.doi.org/10.4236/ce.2024.153022.

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Paradita, Lanoke Intan, Nurul Hunafa, Dita Surwanti, Mariska Intan Sari, and Puthut Ardianto. "WORD-TARGET AND PLEASURE READING: EXPLORING EXTERNAL MOTIVATION IN L2 READING." IJEE (Indonesian Journal of English Education) 10, no. 2 (December 30, 2023): 487–502. http://dx.doi.org/10.15408/ijee.v10i2.35426.

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ABSTRACTThis preliminary study explores external motivation in L2 extensive reading regarding word-target and pleasure reading. In contrast to the extensive reading principle which discourages the use of assessment to promote pleasure in reading, this study aims to explore how reading targets as one form of assessment is potential to maintain pleasure in reading. This qualitative study was conducted in the Department of Arabic Education at an Islamic private university in Yogyakarta, Indonesia. Two reading classes for first-year students were observed. The data were collected from observation, interviews, and students’ reading profiles as recorded in XReading, a learning management system supporting students’ reading practice. The results show that the students use the reading target as an external drive to read and XReading allows students to choose the texts according to their preference and within their linguistic capacity, which instills pleasure in reading. The findings also suggest that a periodical goal and regular teacher monitoring will motivate students to sustain their reading progress. ABSTRAKStudi pendahuluan ini mengeksplorasi motivasi eksternal dalam membaca ekstensif dalam bahasa asing, terutama terkait dengan target kata dan kesenangan membaca. Berbeda dengan prinsip membaca ekstensif yang secara umum tidak menyarankan adanya asesmen untuk mendorong kesenangan membaca, penelitian ini bertujuan untuk mengeksplorasi bagaimana target membaca justru menjadi salah satu asesmen yang berpotensi untuk menjaga kesenangan membaca. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan di Prodi Pendidikan Bahasa Arab di salah satu universitas swasta di Yogyakarta, Indonesia. Observasi dilakukan di dua kelas mahasiswa tahun pertama. Data yang dikumpulkan berupa data observasi, interview, profil membaca mahasiswa yang terekam dalam XReading, sebuah learning management system yang digunakan mahasiswa untuk mendukung praktek membaca ekstensif mereka. Hasil dari penelitian menunjukkan bahwa mahasiswa menggunakan target membaca sebagai dorongan eksternal untuk membaca dan XReading memberikan ruang pada mahasiswa untuk memilih bacaan sesuai dengan pilihan dan kemampuan linguistik mereka, yang menguatkan kesenangan mereka dalam membaca. Temuan dalam penelitian ini juga menyarankan adanya gol bacaan dan monitoring dosen secara berkala untuk memotivasi mahasiswa dalam mempertahankan progres membacanya.How to Cite: Paradita, L.I, Surwanti, D., Hunafa, N.. Sari, M.I., & Ardianto, P. (2023). Word-target and Pleasure Reading: Exploring External Motivation in L2 Reading. IJEE (Indonesian Journal of English Education), 10(2), 487-502. doi:10.15408/ijee.v10i2.35426.

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Hunter, J. F. M. "Pleasure." Dialogue 26, no. 3 (1987): 491–500. http://dx.doi.org/10.1017/s0012217300047302.

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What is pleasure? Don't we all know? How could so many of us pursue it so eagerly otherwise? Or how could we so readily and confidently say whether this, that and the other are pleasures? Having one's back rubbed, dancing, listening to a Bach flute sonata and eating a cheese soufflé are pleasures, while having a cold, smelling rotten eggs and reading Hegel are not. We may not be able to define pleasure, but if we can readily say what is a pleasure and what is not, must we not know what it is, just as we know what a chair is if we can correctly identify chairs, distinguishing them from stools, benches and couches?

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Henning, Judy, and Sherry R. Crow. "Reading Perceptions of Intrinsically Motivated High School Juniors." School Libraries Worldwide 28, no. 2 (November 14, 2023): 19–40. http://dx.doi.org/10.29173/slw8716.

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Studies show pleasure reading results in academic benefits but declines between elementary and secondary years. The question addressed is “what are the experiences in the lives of juniors (aged 16-18) that foster intrinsic motivation to read for pleasure?” Juniors from four mid-western U.S. schools with varied ethnic and socio-economic profiles were identified as highly and distinctly intrinsically motivated for pleasure reading. Interviews revealed participants excelled academically and had family members who were readers. They read to escape stress, occupy time, and investigate careers. Rarely reading for rewards, they were “opportunistic readers.” Relationships with librarians were important in finding good books to read. The purpose of this study is to provide educators and librarians with insights into high school students’ needs to facilitate reading for pleasure.

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Wilhelm, Jeffrey D., and Michael W. Smith. "The Power of Pleasure Reading: The Case of Dystopias." Voices from the Middle 23, no. 4 (May 1, 2016): 55–61. http://dx.doi.org/10.58680/vm201628573.

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This article reports on research into the pleasure reading of middle school students who are passionate readers of texts often marginalized in school. In this—article, we focus on readers of dystopian novels. —We report on four kinds of pleasure that were experienced by all readers in the study, demonstrate how each—pleasure was experienced by dystopia readers, discuss the importance of each to human development and learning, and then explore how teachers can promote each—pleasure in various ways.

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Goff, Janet, Norma Field, Haruo Shirane, and Richard Bowring. "The Pleasure of Reading the Genji." Journal of Japanese Studies 17, no. 2 (1991): 345. http://dx.doi.org/10.2307/132746.

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