Cirrus@Austlit

'Using Genette’s notions of text and paratext and Raymond Williams’ notion of ordinary culture, this paper explores the ways in which institutions reward reading efforts that value only the reading of books, and thus marginalise readers and writers of other forms of text and of paratext. Though book reading continues to be valuable, the tools with which reading is measured needs to be inclusive of all reading platforms reflective of 21st century culture. This paper will use the examples of class reading logs and their template designs, the New South Wales Premier’s Reading Challenge, public library selection, readers’ advisory practices and summer reading clubs to explore how institutions that promote reading can devalue the pleasure reading choices of some children. These institutional practices can act as a deterrent to reading and may prevent children from identifying as ‘readers’ and perceiving these institutions as relevant to their reading experiences. Cultural and educational institutions need to be current and inclusive in their approaches to literacy, readers and writers.' (Publication abstract)