Mini CPD review OU/UKLA Teacher Reader Groups Key aims of the Project 1) To foster children’s reading for pleasure through supporting teachers’ / members’ own RfP and research informed practice 2) To support the profession by building a professional community around RfP locally and online 3) To share teachers’ resultant development work on the OU RfP website To effectively develop children’s RfP, teachers need to develop: 1) Knowledge of children’s literature and other texts 2) Knowledge of children as readers (likes, habits etc.) 3) RfP Pedagogy 4) Themselves as readers (readers who teach, teachers who read) 5) Reciprocal and interactive reading communities (Cremin et al., 2004) People to follow: @TeresaCremin @OpenUni_RfP @The_UKLA @ShenazB @Adurnig15 @Fulbridge_Lit @mrdaviesreads Use hashtag #OURfP Key features of a Reading for Pleasure Pedagogy: - Read aloud - Social reading environment - Informal book talk, inside text talk and recommendations - Independent reading time “Reading for Pleasure is the single most important indicator of a child’s future success.” OECD 2002 Considerations, Guidance and Support for RfP Group Leaders: Session Frequency – suggested 3 in Autumn, 2 in Spring, 1 in Summer. Session Time – most leaders offer 1.5-2 hours, mostly 4-5.30pm. Venues – Sticking to the same venue is best to avoid confusion. Make it welcoming by having tea/biscuits/cake/wine! Doesn’t have to be school, others have used local libraries, book shops, cafés etc. Membership of group – You can invite whom you wish (e.g. local schools, librarians, students, lecturers, governors, parents, volunteers). OU RfP will send details to all local UKLA members and will connect you with local influencers. Individual Session Structure – Session structure is generally up to you but should include the following: use of the website (videos, documents, strategies etc.), book share, plan, review and discuss the ongoing development work, agree next steps. Annual Session Structure – 6 sessions overall: (1) Launch/introduction, (2) establishing the focus area, (3) Setting and Sharing Aims, (4) Sharing development work, (5) Focusing on impact, (6) Celebration of the development work and end of the project. See detailed Session Structure Guidance Document for more info. Support between meetings – Perhaps pre-empt meetings with agendas/reminders/things to consider or bring and follow up with photos, recommended book lists, meeting minutes/summary, key action points for follow up and reminder of the next meeting date. Email is preferred. OU Support – publicity postcards, resources to develop ‘books in common’ and book box will be provided, although you may wish to encourage members to ‘donate’ a book for sharing too. Skype sessions to support group leaders too. OU hope to visit some groups too. Evaluation pack will be issued at the end of the project. Key Resources: OU Reading for Pleasure Website - https://researchrichpedagogies.org UKLA website https://ukla.org Project examples: John Biddle Reading Rivers John Biddle Developing Whole School Relationships Complete the OU/UKLA Teachers’ Reading Groups Leader Information (issued during CPD) Confirm Venue, Timings and dates Promote the Reading Group to local schools, librarians, UoG students/lecturers, UKLA regional members etc. Consider parents too. Use OU and UKLA logos on all printed materials, not permitted for use online. Email Gina Sharp to reserve a place at the Cambridge RfP Conference, Nov 17th (only £25, plus Nicola Davies will be there too!) Newham RfL Conference in March, look out for more details on twitter. UKLA Membership – Sign up RfP Newsletter – Sign Up RfL Awards applications in January 2019, something to potentially consider. Research findings – 5 key strands: Teachers’ knowledge of children’s literature and other texts Teachers’ knowledge of children’s reading practices Reading for pleasure pedagogy Reading Teachers: teachers who read and readers who teach Reading communities