Teresa Cremin is Professor of Education (Literacy), The Open University, UK. Marilyn Mottram was, at the time of the project, senior school improvement adviser in an urban authority; now she is HMI and Ofsted’s Deputy National Lead for English and Literacy.Fiona M. Collins is Principal Lecturer, University of Roehampton, UK. Sacha Powell is Reader in Early Childhood, Canterbury Christ Church University, UK. Kimberly Safford is Senior Lecturer in Education, The Open University, UK.

"This book is essential reading for all those who have an interest in teaching reading in schools. It should be on all initial teacher education programme reading lists and should be at the centre of professional discussions on how to encourage reading for pleasure in schools. In addition to demonstrating how children can come to recognise the pleasures of reading, there are plenty of issues to debate and mull over. I cannot recommend it enough." - Andrew Lambirth, British Journal of Educational Studies (Vol 63, Issue 2, 2015)"The authors of Building Communities of Engaged Readers formulate an important and empirically valid argument for the significant impact of pedagogical practice and reading repertoires on pupils’ reading engagement in reading and their academic achievement. It is an important signal for policy makers and practitioners not only in the UK. I highly recommend Building Communities of Engaged Readers not only to those who teach reading in schools, but also to educational policy makers to help them to see reading as multidimensional practice." - Zofia Zasacka, National Library, Poland, International Research Society for Children's Literature

• 1. Introduction : Setting the context 2. Reading for pleasure and reader engagement: Reviewing the research 3. The UKLA Projects: Teachers as Readers and Building Communities of Readers 4. Teachers’ knowledge and use of children’s literature 5. Enhancing teachers’ knowledge of children’s literature and other texts 6. Reading Teachers: Teachers who read and readers who teach 7. A Reading for Pleasure Pedagogy 8. Reader relationships within and beyond school 9. Influencing children’s attitudes, motivation and achievements as readers 10. Conclusion: Building communities of engaged readers

Teresa Cremin is Professor of Education (Literacy), The Open University, UK. Marilyn Mottram was, at the time of the project, senior school improvement adviser in an urban authority; now she is HMI and Ofsted’s Deputy National Lead for English and Literacy.Fiona M. Collins is Principal Lecturer, University of Roehampton, UK. Sacha Powell is Reader in Early Childhood, Canterbury Christ Church University, UK. Kimberly Safford is Senior Lecturer in Education, The Open University, UK.

"This book is essential reading for all those who have an interest in teaching reading in schools. It should be on all initial teacher education programme reading lists and should be at the centre of professional discussions on how to encourage reading for pleasure in schools. In addition to demonstrating how children can come to recognise the pleasures of reading, there are plenty of issues to debate and mull over. I cannot recommend it enough." - Andrew Lambirth, British Journal of Educational Studies (Vol 63, Issue 2, 2015)"The authors of Building Communities of Engaged Readers formulate an important and empirically valid argument for the significant impact of pedagogical practice and reading repertoires on pupils’ reading engagement in reading and their academic achievement. It is an important signal for policy makers and practitioners not only in the UK. I highly recommend Building Communities of Engaged Readers not only to those who teach reading in schools, but also to educational policy makers to help them to see reading as multidimensional practice." - Zofia Zasacka, National Library, Poland, International Research Society for Children's Literature

• 1. Introduction : Setting the context 2. Reading for pleasure and reader engagement: Reviewing the research 3. The UKLA Projects: Teachers as Readers and Building Communities of Readers 4. Teachers’ knowledge and use of children’s literature 5. Enhancing teachers’ knowledge of children’s literature and other texts 6. Reading Teachers: Teachers who read and readers who teach 7. A Reading for Pleasure Pedagogy 8. Reader relationships within and beyond school 9. Influencing children’s attitudes, motivation and achievements as readers 10. Conclusion: Building communities of engaged readers

Teresa Cremin is Professor of Education (Literacy), The Open University, UK. Marilyn Mottram was, at the time of the project, senior school improvement adviser in an urban authority; now she is HMI and Ofsted’s Deputy National Lead for English and Literacy.Fiona M. Collins is Principal Lecturer, University of Roehampton, UK. Sacha Powell is Reader in Early Childhood, Canterbury Christ Church University, UK. Kimberly Safford is Senior Lecturer in Education, The Open University, UK.

"This book is essential reading for all those who have an interest in teaching reading in schools. It should be on all initial teacher education programme reading lists and should be at the centre of professional discussions on how to encourage reading for pleasure in schools. In addition to demonstrating how children can come to recognise the pleasures of reading, there are plenty of issues to debate and mull over. I cannot recommend it enough." - Andrew Lambirth, British Journal of Educational Studies (Vol 63, Issue 2, 2015)"The authors of Building Communities of Engaged Readers formulate an important and empirically valid argument for the significant impact of pedagogical practice and reading repertoires on pupils’ reading engagement in reading and their academic achievement. It is an important signal for policy makers and practitioners not only in the UK. I highly recommend Building Communities of Engaged Readers not only to those who teach reading in schools, but also to educational policy makers to help them to see reading as multidimensional practice." - Zofia Zasacka, National Library, Poland, International Research Society for Children's Literature

• 1. Introduction : Setting the context 2. Reading for pleasure and reader engagement: Reviewing the research 3. The UKLA Projects: Teachers as Readers and Building Communities of Readers 4. Teachers’ knowledge and use of children’s literature 5. Enhancing teachers’ knowledge of children’s literature and other texts 6. Reading Teachers: Teachers who read and readers who teach 7. A Reading for Pleasure Pedagogy 8. Reader relationships within and beyond school 9. Influencing children’s attitudes, motivation and achievements as readers 10. Conclusion: Building communities of engaged readers