[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-135636-en":3,"doc-seo-135636-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},135636,8796096645457,"Arica Lee","https://ap-avatar.wpscdn.com/avatar/800003749518d68ffe3?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345340919836971",2,"Literature","Female-focused Book Community - By Talibah Miah","Female-focused Book Community by Talibah Miah outlines a reading-for-pleasure approach grounded in reciprocal reading communities and teachers as readers. It describes a Year 9 case study at Little Ilford School, identifying low reading habits through a survey and establishing a safe, informal, student-led space. Weekly after-school sessions and a Google Classroom support discussions, modelling, and shared recommendations, featuring the novella Gilded Ashes to broaden genre exposure and strengthen motivation.","Female-focused Book Community  \nBy Talibah Miah  \nContext  \nI am a first year English ECT at Little Ilford School in East London.  \nAs a school, we are committed to developing our students as capable, eloquent and enthusiastic readers. Not only do we have bi-weekly library lessons in Key Stage 3, we also take part in the Drop Everything And Read (D. E.A. R.) scheme which covers pertinent topics such as refugees and neurodivergence.  \nOU Research Inspiration and Rationale  \n1. Considerable knowledge of children’s literature and other texts  \n2. Knowledge of children’s reading practice  \n3. A reading for pleasure pedagogy which includes:  \na. Social reading environments  \nb. Reading aloud  \nc. Independent reading  \nd. Informal book talk, inside-text talk and recommendations  \n4. As Reading Teachers: teachers who read and readers who teach  \n5. Reading communities that are reciprocal and  interactive. (from Cremin et al., 2014, above) .  \nOU Research Inspiration and Rationale  \nBased on the Teachers as Readers research, I understood that there was a greater need to re-conceptualise reading from the inside out. To me, this meant stripping the pedagogy back to basics and focusing on the aspect of‘pleasure’ first and foremost.  \nThrough informal book talk, reciprocal reading communities can be built on a foundation that encourages subjectivity and the personal connections we make as readers with our texts. In this way, a genuine personal relationship with reading becomes a shared experience.  \nAims  \n★ To create a safe, informal and student-led space virtually and in-person (TaR 3d and 5) .  \n★ To prepare physical copies of the set text which students can keep  \n★ To build a mutually motivating reading relationship with Year 9 students where we can share book recommendations and our reading experiences (links to TaR 1 and 2) .  \n→ By exploring interesting ideas, topics and analyses through book discussions, I sought to widen the students’ scope of literature which the initial reading survey revealed to be a large part of why some students often lacked the motivation to read.   \nOutline of Case Study  \nReading for Pleasure Survey  \nGoing on from a recent Parents’ Evening, it was made evident that many Year 9 students were not in the habit of reading (unless told to in school) and did not complete the recommended 20 minutes of reading a day.  \nMy baseline data revealed that 84% of students found reading ‘okay’ which was surprising as in school a majority of students showed dislike or discomfort reading (whether their own reading book or a set text) .  \n75% said they liked to read at home rather than in school where there was no pressure to read; at home, they were free to read whatever they wished, for however long, and whenever they chose-without judgement. This sense of freedom was evident when a majority of students said during lockdown they mainly read websites and online games.  \nOutline of Case Study  \nMy research encouraged me that it is the sense of a reading community that needed to be established, a space where readers can read for pleasure and  \n❏ Weekly sessions after school (in room 215) where refreshments would be provided  \n❏ A Google Classroom where students can virtually post anything bookish  \n❏ Informal discussions around books, our experiences, and personal interests  \n❏ Reading a novella, Gilded Ashes by Rosamund Hodge  \n❏ Modelling reading excerpts of the text  \ndiscuss books in a free-flowing and non-judgemental way. The focus, then, would  \nbe on the journey and experience of reading rather than being outcome-based.  \nI decided to set up a female-focused book community, Heroines of 215, with a group of 9 students from my Year 9 class.  \nOutline of Case Study  \nWhat are we reading?  \nBased on the reading survey and my own knowledge of children’s literature I decided that, when selecting a book, it needed to be:  \n1. Relatively short and easy to read (considering workload and time constraints)  \n2. Engaging and i","cbCaik5oNEtEoHbo","https://ap.wps.com/l/cbCaik5oNEtEoHbo","pdf",784615,1,13,"English","en",105,"# Context\n## OU Research Inspiration and Rationale\n## Aims\n# Outline of Case Study\n## Reading for Pleasure Survey\n## Research Findings and Community Setup\n## What are we reading?\n## Impact","[{\"question\":\"What reading-for-pleasure principles guide the community?\",\"answer\":\"The project draws on reading-as-pleasure pedagogy that emphasizes social reading environments, reading aloud, independent reading, and informal book talk, grounded in reciprocal, interactive reading communities.\"},{\"question\":\"How was the need for the community identified?\",\"answer\":\"A reading for pleasure survey showed many Year 9 students were not in the habit of reading unless required and did not complete the recommended 20 minutes per day, with most describing reading as only “okay.”\"},{\"question\":\"What book and activities were used in the sessions?\",\"answer\":\"The community reads the novella Gilded Ashes, with modelling of reading excerpts and informal, non-judgemental discussions. Weekly after-school sessions and a Google Classroom enable students to share bookish posts and recommendations.\"}]","Female-focused Book Community - By Talibah Miah | PDF",1787316434,20,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"female-focused-book-community-by-talibah-miah","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,47,50],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":11},"https://docshare.wps.com/document/","Document",{"item":48,"name":12,"@type":43,"position":49},"https://docshare.wps.com/document/literature/",3,{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/female-focused-book-community-by-talibah-miah/135636/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05","2026-08-21",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What reading-for-pleasure principles guide the community?","Question",{"text":75,"@type":76},"The project draws on reading-as-pleasure pedagogy that emphasizes social reading environments, reading aloud, independent reading, and informal book talk, grounded in reciprocal, interactive reading communities.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How was the need for the community identified?",{"text":80,"@type":76},"A reading for pleasure survey showed many Year 9 students were not in the habit of reading unless required and did not complete the recommended 20 minutes per day, with most describing reading as only “okay.”",{"name":82,"@type":73,"acceptedAnswer":83},"What book and activities were used in the sessions?",{"text":84,"@type":76},"The community reads the novella Gilded Ashes, with modelling of reading excerpts and informal, non-judgemental discussions. 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