The SIoE children’s library: a community of reading teachers

As an English teacher of almost twenty years, it was during the shared reading of stories that my classroom really came to life. When we read aloud to students, the words on the page connect us; the shared laughter, eager anticipation or muted sorrow quietly shaping our individual experiences of the text. In a world of fast-flowing and transitory information, stories encourage us to pause and reflect, to think deeply and to notice small details. A carefully selected poem, novel or short story can transport students through time and space, across real and imagined landscapes and immerse them in diverse cultures and historical periods, broadening and shaping their understanding of the world and their place within it. Some stories leave an imprint long after we have finished reading them.

Reading also gives clarity and expression to students’ own lived experiences. When students are immersed in a character’s thoughts and feelings, their struggles and triumphs, they experience the world through the eyes of another, which can inspire them to invoke greater compassion and empathy in their own lives. When we share stories, poems and plays with our students, we invite them into conversations about significant aspects of the human experience. Stories enable students to make sense of feelings, events and encounters they may have faced as well as those they have not yet faced. These insights equip them with a more developed sense of who they are and empower them to imagine who they might become.

Teachers who read widely and frequently in both their personal and professional lives understand the importance of nurturing the social, cultural and affective dimensions of reading. They are able to draw on their knowledge of children’s fiction to select relevant, engaging and challenging texts for use in the classroom, matching their text choices to the needs and interests of their students. Perhaps most importantly, their enthusiasm for reading is contagious. A teacher who talks with genuine excitement about a novel or poem encourages students to feel that same excitement themselves. When teachers share their experiences and interests as a reader, they signal that reading stories is not just as something that happens in school, but rather a meaningful part of everyday life. Reading teachers recognise that the reader is at the heart of the meaning-making process and create space for rich conversations about texts. As Cremin & Scholes (2024) observe, over time, students who participate in these conversations become part of a community of engaged readers, connected by a shared interest in and enthusiasm for stories.

We encourage our Initial Teacher Education students at Hallam to form their own community of engaged readers through our termly postgraduate and undergraduate book groups, our partnership with the Open University reading ambassadors programme and most recently, the SIoE children’s fiction library, created and curated by our current reading ambassadors. This is what they say about their hopes and ambitions for the library space.

“As Reading for Pleasure ambassadors for the United Kingdom Literacy Association and The Open University, we’ve noticed something important: trainees learn what reading for pleasure is, but many still feel unsure about children’s books and how to bring reading for pleasure to life in the classroom. The number of children who read in their spare time is at an all‑time low; therefore, it is important we address these knowledge gaps. That’s why we’re creating a friendly, accessible space where trainees can explore children’s literature, pick up practical ideas, and feel inspired rather than overwhelmed by facts and statistics. Our aim is simple – to help future teachers feel confident, supported, and ready to nurture genuine reading joy in schools. In support of this, we have set up an Instagram page to share book recommendations and ideas for promoting reading for pleasure in schools.”

You can follow our progress via our Reading for Pleasure Instagram.

Deb Niven is a Senior Lecturer English Education, Wesley Devoe is PGCE Secondary English student, Caitlin Wilson is BA Primary Education student and Aaron Baker is BA Primary Education student