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Engaging Readers in the Twenty-First Century: What We Know and Need to Know More

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Improving Reading and Reading Engagement in the 21st Century

Abstract

What does it mean to be a successful reader in the twenty-first century? To answer this important question, this chapter discusses the twenty-first century as a new context for reading research and for the development of effective reading instruction. This chapter begins with a description of the twenty-first-century reading context and the challenges that have arisen as a result of new technological and sociocultural developments. Following that, the chapter reviews current trends in research on reading in three related fields, reading motivation, new literacies, and reading strategies, which were critical for developing integrative models to inform reading research. The chapter concludes with a discussion on the need for cross-fertilisation among these fields to develop reformative reading practices that promote reading engagement and improvement. Teachers’ significant role in advancing this reformative agenda is highlighted. Special research attention is required for supporting reading and reading engagement for students who come from various disadvantaged backgrounds.

If our research efforts become too narrow in focus, then there is a good chance that our proposals for instructional development will follow suit.

(Winograd & Johnston, 1987, p. 227)

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  1. Learning Sciences Institute Australia, Australian Catholic University, Brisbane, Australia

    Clarence Ng & Steve Graham

  2. Mary Lou College of Education, Arizona State University, Tempe, AZ, USA

    Steve Graham

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    Clarence Ng

  2. Faculty of Education and Arts, Australian Catholic University Faculty of Education and Arts, Virginia, Queensland, Australia

    Brendan Bartlett

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Ng, C., Graham, S. (2017). Engaging Readers in the Twenty-First Century: What We Know and Need to Know More. In: Ng, C., Bartlett, B. (eds) Improving Reading and Reading Engagement in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-4331-4_2

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