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Recommendations for Policymakers:
•
It is recommended that policy makers should not impose the lifelong readers
programme in a directive manner to
practitioners. It is important to
empower practitioners at an early
stage, if they are to become active
contributors to the programme.
•
Complete an audit in order to
pinpoint areas for development and
compare views on the reading ethos
within school as assumptions can
sometimes be made rather than
judgements being based on research. Once findings have been made
policymakers can endorse the lifelong readers programme as a possible
solution.
•
It is recommended that leaders of schools should provide teachers with the
tools to research the need of reading promotion programmes in their school.
Invest time in discussing the value that individual staff members place on
reading so that there is a shared vision and an informed action plan.
•
Responsibility for drafting and implementing the action plan for reading
promotion should be given to teachers. Use expertise of staff members to
collectively develop a reading promotion programme.
•
Ensure that all staff are actively engaged in the reading promotion programme
through systematic monitoring.
•
It is important to place emphasis on the dissemination of awareness. It is
recommended that digital media be used to articulate the message to the
wider school community.
•
It is recommended that a reading promotion team be established to oversee
the implementation of the lifelong readers programme.
•
It is recommended that policy-makers invest in teacher training in the area of
reading promotion. All efforts should be made to encourage teachers to up
skill in this area, perhaps by means of a CPD certificate or accreditation.
•
Invest in a high quality school library that stocks books chosen by pupils and
staff to increase engagement
•
Set up reading clubs for pupils based on the reading cafe model as a whole
school policy.
