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Librarians planning for the future and unsure about the place of books in an age dominated by technology and media need evidence to make sound decisions. Library and information science researchers have studied the impact of pleasure reading on individuals but not on society. The purpose of this paper is to raise awareness about the benefits of recreational reading for societies and to consider the implications of these findings for libraries.

Examining a wide range of studies by government bodies, intergovernmental agencies and academics, this paper addresses a gap in the library literature by critically evaluating the combined implications of sources not hitherto viewed together.

The more leisure books people read, the more literate they become, and the more prosperous and equitable the society they inhabit.

Librarians should create a more robust culture of reading and play a stronger advocacy role for books in libraries.

No one has yet examined government reports about literacy in relation to studies on the impact of pleasure reading. The implications of this combined research highlight the fact that pleasure reading benefits societies as well as individuals, a finding that has significant implications for the future direction of libraries. Decision-makers who need a robust mandate for book-focused resources and services will find supportive statistical evidence in this paper.

This paper aims to focus on how reading for pleasure is transmitted within the family. Using data taken from the Programme for International Student Assessment test of 2009, which dealt in depth with the reading proficiency of students, the authors show that children of parents who read for pleasure are better readers. Within the extensive research and published results on reading performance, the authors focused on the transmission of parents’ reading attitudes to their children.

In this study, the authors have opted for an approach of “difference in differences”, applied to a population that represents all 15-year-olds from five countries (Germany, Denmark, Hungary, Italy and Portugal). To support this study, the authors chose as a response variable the difference between reading performance and maths performance of each student, taking into account five plausible values for each student. The authors have several explanatory variables, among them what we call the “treatment”, which is the parents’ enthusiasm for reading.

The calculated estimations clearly indicate that there is a positive effect for four out of the five countries analysed, ranging from 4 points for Italy to 6.5 points for Germany and Portugal. As for the significance of the effect, with the exception of Hungary, the result is reliable and robust. It should also be noted that the variable that indicates the existence of a reading habit by children (daily reading for pleasure) is seen as a factor that positively affects the difference between competence in reading and mathematics in four out of the five countries analysed.

The results show positive effects on children whose parents read for pleasure, and this fact should be used to further encourage parents to promote their own reading time for pleasure. In view of the already quantified trend in international reports that adults are reading less, it seems crucial to involve educational authorities in reversing this phenomenon, knowing the impact that adult reading habits have on the reading competence of young people.

Many librarians have hypothesized that psychological and sociological variables can be used to explain library use. This article examines the possibility of utilizing biological variables to explain library use.

This paper aims to provide insights into the characteristics of avid non-fiction book readers, exploring their typical demographic characteristics in relation to reading volume and frequency. It also investigates their comparative library usage in relation to avid fiction readers, as well as their motivation to read, and barriers to reading. Findings from the subset of self-identified avid non-fiction readers from the 2015 International Study of Avid Book Readers are interrogated to provide insights into this under-researched group.

The authors have used a single-stage mixed-methods approach, using data from both qualitative and quantitative items in an international survey.

The quantitative data analysis of this study suggests that avid non-fiction book readers were more likely to be men and older than avid fiction readers, and that they also tended to read less frequently, though avid non-fiction readers tended to read a greater volume of books. Avid fiction readers reported greater library usage, and thus unsurprisingly were found to have a greater borrowing tendency than non-fiction readers. Our qualitative findings around reading motivation identified a range of recurrent themes. The authors also found three key barriers to reading: time, book access and concentration.

The findings of this study provide unique insights into the characteristics, preferences and motivation of avid non-fiction readers, with the relationship between pleasure and the reading of non-fiction of particular interest.

The history of the public library is long and rich, and continues to reflect this institution's initial mission: to respond to the needs of an evolving democratic society. From its early days as a subscription service for the middle-class, through its evolution to become an educational site for the lower-classes and new immigrants, the public library has served as a touch-stone for urban industrial society in North America (Lerner, 1998, p. 138; Shera, 1974). Over the past century, public libraries have evolved to respond to the growing needs of the communities they serve and continue to do so with recent advances in technologies (such as DVDs, electronic books, the Internet, etc.), and with a more global outlook on the ways that people seek and share information. Indeed, the public library's constituents today are exceedingly diverse, including children and adults from a broad range of socio-economic, cultural, and educational backgrounds, all of whom seek information for a variety of personal and work-related purposes. The fact that public libraries have been fulfilling patrons' information needs for well over a century is a testament to their enduring success and versatility as information providers, and also points to the overall effectiveness of public librarians as intermediaries in the provision process.

Previous research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice English teachers’ reading identities and their perceptions of reading identity development in the context of English classrooms.

This study used qualitative collective case design. Data sources included analogy exercise about participants’ reading identities, participant-generated observations of reading identity instruction, questionnaire on reading identity, class discussions about reading identity and final written reflection.

Data showed examples of participants’ reading identities as taking a variety of forms, but when discussing what shaped their reading identities, the strongest codes related to positive interactions with people and texts. The data showed that participants related positive reading identities to both reading to learn and reading for pleasure. More participants’ perceived their professional identity as that of a literature teacher than a reading teacher.

Future research is needed on how to support preservice teachers’ positive reading identities in English education courses.

Our data suggest that learning about reading identity may help preservice English teachers think of reading as something that is developing in themselves as well as their students over a lifetime. By providing space in English methods programs to attend to preservice teachers’ reading lives, we can help them rekindle or find their love of reading.

This research is needed because helping preservice teachers construct and enact positive reading identities in turn aids guidance of their future students’ reading identities, and having a positive reading identity is in turn linked to positive student outcomes.

This paper presents a summary of international research in the field of family reading, a subject which refers both to the development of the literacy skills of family members, and to their shared process of reading.

It begins by defining the key terms in family reading, then introduces the research methods employed in research in this area.

Research specifically focusing on parents is presented, with particular reference to young parents and fathers in prison. The issue of intergenerational reading is also introduced, whereby (in this instance) the young and the elderly share experiences via reading. The final theme of the paper is that of families sharing reading for pleasure, and public reading events for families are described. The paper concludes with a series of barriers to family reading, and a suggested model of effective family reading, for families and communities in any country.

In a paper of this scale and length, it is impossible to give more than a limited perspective of international research on family reading, yet the author believes that sufficient examples are given – and the research methods sufficiently globally applicable – for the paper to be of theoretical and practical value to public and school librarians, and academics.

The paper collates and reflects on examples of international research and practice, whilst providing a solid framework of research methods in the area of family reading.

Advising readers has received renewed attention in public libraries, library associations, and programs of library and information science. Writing of their belief in readers' advisory services Saricks and Brown note, “Readers' advisors and proponents of the service subscribe whole‐heartedly to the philosophy that reading, of and by itself, has intrinsic value.” In her essay on new directions for readers' advisory services, Ross characterizes readers' attitudes toward books as providing a “special kind of pleasure that cannot be achieved in any other way,” and summarizes several studies that examine the role of reading in people's lives.

The purpose of this paper is to discuss reading habits in relation to printed books and eBooks.

The study was structured in two steps: first, an online survey was used to trace a general profile of a group of Brazilian readers who had had previous contact with digital books. Second, a subset of respondents was invited to participate in open-ended interviews. Interviewees were chosen according to their responses to the profiling questionnaire. All interviews were semi-structured.

The results indicate the existence of a synergy between digital and paper books. The decision between reading one or the other depends on several factors, amongst which the authors emphasise online accessibility, reading motivation (for work or for leisure), intended modes of use and appropriation, circumstances of use and emotional factors. Other elements of importance are the corporeality of the readers and the materiality of the devices used for reading.

The departure point of the study was the perception that, in Brazil, the arrival of digital books was accompanied by an increase in the sales of printed books. This contradicts the idea that digital books and printed books are concurrent, and the growth of the eBooks market will inevitably lead to a decrease in the revenue from printed books. The initial hypothesis was that digital and printed books could be complementary. Addressing this question required knowledge of readers’ experience with and opinion of printed and digital books. The results of the qualitative study suggest that the relation between these two types of publication is not one of alternatives, but instead is one of synergy. Specific aspects of this synergy are highlighted in the paper.

To describe the connections between reading and writing and to discuss new ways of understanding the nuisances associated with their development beginning with consideration to language appreciation.

Theoretical advances related to the complexity of reading, thinking, and writing are discussed alongside an ongoing description of how wide reading, interventions, language study, and risk taking are foundational to language creation.

The linkages between reading and writing are inseparable. Reading and writing must be developed in unison. The best writers are avid readers and vice versa. Generally speaking, students will have preferences regarding which they enjoy partaking in more but this just gives the motivation to utilize an appreciate approach to grow, that is utilizing existing strengths of the student in either reading or writing toward improving the other.

A host of instructional practices can extend from these new theoretical understandings of language creation including free verse journals, usage of non-examples to jolt previous understandings, language play, feedback, diverse literature, and finalization processes related to writing development.