Abstract
Teacher librarians are well positioned as the “enabling adult” (La Marca, 2004b, p. 21) or “social agent” (Merga, 2017, p. 2) when engaging young people in reading for pleasure. Many have expertise in children’s or young adult literature (Australian School Library Association, 2021), or passion about reading in general (Gagen-Spriggs, 2020) that can encourage a young person’s love of reading. However, there are those readers who are struggling or are reluctant who often pose a challenge for teacher librarians. This paper will explore the motivation of readers and the link between motivation and reading identity. The position of influence that teacher librarians can hold in promoting reading for pleasure (McPherson, 2020) in the face of rising pressure to read academically (Jennifer & Ponniah, 2015) is discussed, with some practical suggestions for how teacher librarians can harness their influence provided.
| Original language | English |
|---|---|
| Pages (from-to) | 7-14 |
| Number of pages | 8 |
| Journal | Access |
| Volume | 37 |
| Issue number | 3 |
| Publication status | Published - Sept 2023 |
