The role of secondary school libraries in the promotion of reading

Bates, Penny

doi:10.1080/13614540009510637

Cited by 2 publications

(7 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The majority of studies were conducted in the context of the UK (Bates, 2000; Coles and Hall, 2002; Davies and Brember, 1993; Duncan et al , 2016; Logan and Johnston, 2009; McGeown et al , 2012; McGeown et al , 2014; McGeown et al , 2015; McGeown et al , 2016; Mullan, 2010; Telford, 1999; Topping, 2015), followed by in the context of the USA (Baker and Wigfield, 1999; Durik et al , 2006; Eccles et al , 1993; Gabriel et al , 2012; Hughes-Hassell and Rodge, 2007; Kush and Watkins, 1996; Marinak and Gambrell, 2010; Martinez et al , 2008; McKenna et al , 1995; Mohr, 2006; Wigfield and Guthrie, 1997). With the frequency of two studies were conducted at Australia (Merga and Roni, 2017; Roni and Merga, 2017), India (Loan and Shah, 2017; Walia and Sinha, 2014), Canada (Gambell and Hunter, 2000; Sanford, 2005) and the Finland (Merisuo-Storm, 2006; Torppa et al , 2018).…”

Section: Resultsmentioning

confidence: 99%

“…A great majority of the selected studies for review conducted cross sectional quantitative studies based on questionnaires, while some of the studies used mixed methods by using questionnaires and interviews (Bates, 2000; Coles and Hall, 2002; Gabriel et al , 2012; Merga and Roni, 2017; Tveit, 2012) or in some cases questionnaire and focus groups (Telford, 1999) and interviews and books selection protocol (Mohr, 2006). Three longitudinal studies were also based on the survey method (Bosacki et al , 2009; Kush and Watkins, 1996; Baker and Wigfield, 1999), whereas Mullan (2010) carried out a secondary analysis of the data.…”

Section: Resultsmentioning

confidence: 99%

“…The majority of the selected studies explored primary, elementary and early agers (Baker and Wigfield, 1999; Bates, 2000; Davies and Brember, 1993; Eccles et al , 1993; Huang et al , 2013; Kush and Watkins, 1996; Logan and Johnston, 2009; Marinak and Gambrell, 2010; Martinez et al , 2008; McGeown et al , 2016; McGeown et al , 2012; McKenna et al , 1995; Merga and Roni, 2017; Merisuo-Storm, 2006; Roni and Merga, 2017; Telford, 1999; Wigfield and Guthrie, 1997). Baker and Wigfield (1999) carried out their study on 5th and 6th graders, Hughes-Hassell and Rodge (2007) investigated 5–8th graders, Kavanagh (2019), Mostert and Wikan (2008) and Uusen and Müürsepp (2012) conducted studies on 6th grades, 8th graders were covered by Swalander and Taube (2007), Sanford (2005) approached 10th graders, Loan and Shah (2017) conducted a study on 11–12th and Abeyrathna and Zainab (2004) probed 12–13th graders.…”

Section: Resultsmentioning

confidence: 99%

“…Very few studies had focused on children reading motivation (Baker and Wigfield, 1999; McGeown et al , 2012; Wigfield and Guthrie, 1997). The impact of family involvement in children reading was investigated by (Swalander and Taube, 2007; Mullan, 2010), while some studies focused on library use (Bates, 2000; Merga and Roni, 2017; Tveit, 2012). It showed that the majority of the studies carried out to know the status of reading habits in varied contexts might be the reason of adopting quantitative research design based on questionnaire.…”

Section: Resultsmentioning

confidence: 99%

“…However, some studies highlighted the materials that were equally liked by boys and girls, as Bates (2000) and Hughes-Hassell and Rodge (2007) found no difference among boys and girls in preferring magazines. Coles and Hall (2002) approved that both genders are fond of periodical readings.…”

Section: Factors Of Gender Difference In Readingmentioning

confidence: 99%

See 4 more Smart Citations

Gender differences in leisure reading habits: a systematic review of literature

Jabbar

Warraich

2022

GKMC

View full text Add to dashboard Cite

Purpose Providing equal opportunities in class as well as at home does not ensure equal promotion of leisure reading among girls and boys. Gender differences have wider impacts on their reading development. The purpose of this paper is to find out gender differences in leisure reading habits among children. Design/methodology/approach The search process was conducted during Aug.–Sept. 2019 using Scopus database. A total of 41 studies were selected for the review. The systematic review used Cochrane Methodologies reported as per preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines for identification, evaluation and selection of studies. The studies that dealt with leisure reading, reported gender difference of reading, had age group of 4–18-year children, were in English language and were accessible to the researchers were selected for review. Findings The results were presented in terms of identified reading factors including reading frequency, reading choice, reading time, reading media, reading influence, reading value and library use. The girls were more frequent readers than boys. The girls were in favor of fiction, while boys were interested in reading nonfiction. Girls preferred online materials but boys were in favor of printed materials. The boys were influenced by their fathers and peer groups’ reading, while girls were influenced by their mothers’ reading habits. Research limitations/implications The study provided better understanding of boys’ and girls’ reading differences and required the librarians, teachers and academic policymakers to deal with them accordingly. Originality/value To the best of the authors’ knowledge, this is the first kind of systematic review reporting difference of reading on the basis of gender and inferred reading factors. It will be helpful for librarians, teachers and academic policymakers to consider these differences while dealing with boys’ and girls’ reading choices and interests.

show abstract