Gabrielle Cliff Hodges – författare

The value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices.Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12–21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media. Key issues addressed in the book include: the complexity of sociocultural similarities and differences in young people’s reading in international contexts multilingual, bilingual and monolingual readers’ experiences of reading how young readers use a range of different print and digital media how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research.Providing in-depth discussion of contributors’ research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people’s reading.

The value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices.Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12–21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media. Key issues addressed in the book include: the complexity of sociocultural similarities and differences in young people’s reading in international contexts multilingual, bilingual and monolingual readers’ experiences of reading how young readers use a range of different print and digital media how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research.Providing in-depth discussion of contributors’ research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people’s reading.

Many agree that engaging in research is what makes a teacher’s professional development sustainable, and Researching and Teaching Reading studies the ways in which research and teaching are entwined both within and beyond the classroom. Gabrielle Cliff Hodges encourages readers to deepen their understanding of reading through high-quality teaching and research activities designed to engage young learners and generate rich research data, in the expectation that teachers will wish to adapt or develop them further within their own contexts.The author explores how teachers’ research and critical reading can further develop their understanding of their students’ reading practices and argues that innovative approaches to teaching integrated with research enable English teachers to re-construct ideas and change how reading is taught.Key issues considered in this book include:Studying reading in terms of extending young people’s ability to interpret and enjoy textsThe idea of reading as a social practiceThe concept of culture in relation to readingWhy historical and spatial theoretical perspectives matter when researching and teaching readingThis book is a valuable resource for any student teachers or practising English teachers wishing to learn more about the connection between researching and teaching reading, how to combine them in the classroom and the positive effect bringing the two together can have on their own professional development.

Many agree that engaging in research is what makes a teacher’s professional development sustainable, and Researching and Teaching Reading studies the ways in which research and teaching are entwined both within and beyond the classroom. Gabrielle Cliff Hodges encourages readers to deepen their understanding of reading through high-quality teaching and research activities designed to engage young learners and generate rich research data, in the expectation that teachers will wish to adapt or develop them further within their own contexts.The author explores how teachers’ research and critical reading can further develop their understanding of their students’ reading practices and argues that innovative approaches to teaching integrated with research enable English teachers to re-construct ideas and change how reading is taught.Key issues considered in this book include:Studying reading in terms of extending young people’s ability to interpret and enjoy textsThe idea of reading as a social practiceThe concept of culture in relation to readingWhy historical and spatial theoretical perspectives matter when researching and teaching readingThis book is a valuable resource for any student teachers or practising English teachers wishing to learn more about the connection between researching and teaching reading, how to combine them in the classroom and the positive effect bringing the two together can have on their own professional development.

Many agree that engaging in research is what makes a teacher’s professional development sustainable, and Researching and Teaching Reading studies the ways in which research and teaching are entwined both within and beyond the classroom. Gabrielle Cliff Hodges encourages readers to deepen their understanding of reading through high-quality teaching and research activities designed to engage young learners and generate rich research data, in the expectation that teachers will wish to adapt or develop them further within their own contexts.

The author explores how teachers’ research and critical reading can further develop their understanding of their students’ reading practices and argues that innovative approaches to teaching integrated with research enable English teachers to re-construct ideas and change how reading is taught.

Key issues considered in this book include:

Studying reading in terms of extending young people’s ability to interpret and enjoy texts The idea of reading as a social practice The concept of culture in relation to reading Why historical and spatial theoretical perspectives matter when researching and teaching reading

This book is a valuable resource for any student teachers or practising English teachers wishing to learn more about the connection between researching and teaching reading, how to combine them in the classroom and the positive effect bringing the two together can have on their own professional development.

Many agree that engaging in research is what makes a teacher’s professional development sustainable, and Researching and Teaching Reading studies the ways in which research and teaching are entwined both within and beyond the classroom. Gabrielle Cliff Hodges encourages readers to deepen their understanding of reading through high-quality teaching and research activities designed to engage young learners and generate rich research data, in the expectation that teachers will wish to adapt or develop them further within their own contexts.

The author explores how teachers’ research and critical reading can further develop their understanding of their students’ reading practices and argues that innovative approaches to teaching integrated with research enable English teachers to re-construct ideas and change how reading is taught.

Key issues considered in this book include:

Studying reading in terms of extending young people’s ability to interpret and enjoy texts The idea of reading as a social practice The concept of culture in relation to reading Why historical and spatial theoretical perspectives matter when researching and teaching reading

This book is a valuable resource for any student teachers or practising English teachers wishing to learn more about the connection between researching and teaching reading, how to combine them in the classroom and the positive effect bringing the two together can have on their own professional development.

The value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices.

Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12–21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media.

Key issues addressed in the book include:

the complexity of sociocultural similarities and differences in young people’s reading in international contexts

multilingual, bilingual and monolingual readers’ experiences of reading

how young readers use a range of different print and digital media

how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research.

Providing in-depth discussion of contributors’ research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people’s reading.

The value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices.

Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12–21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media.

Key issues addressed in the book include:

the complexity of sociocultural similarities and differences in young people’s reading in international contexts

multilingual, bilingual and monolingual readers’ experiences of reading

how young readers use a range of different print and digital media

how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research.

Providing in-depth discussion of contributors’ research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people’s reading.