At Wordfest Youth, we’re devoting our literacy efforts to students in middle and high school, as Canadian data shows that the number of students who read for pleasure declines after age 11 (Scholastic, 2017). A society with high literacy levels is also likely to have a higher GDP, citizens with better physical and mental health, and higher civic engagement (Government of Alberta, 2009). In the attention economy of the 21st century, reading is in direct competition with screens, apps, and games that deliver a quick dopamine hit. But we see an emerging trend back toward analog connection, in which reading can be “constructive rebellion”—the most punk thing a teen can do.

Young people receive the same benefits from reading that adults do: namely, improved imagination, focus and flow, relaxation, and mood regulation. Young people who read also are more likely to practice self-reflection, which can lead to increased social interaction and a resulting increase in social and cultural capital (The Reading Agency, 2015).

We know that we need to motivate students to read. However, rewards and other extrinsic motivation have not been shown to be successful in promoting positive attitudes toward reading for youth (McQuillan, 1997). So, what works? Students who read for pleasure identify their key motivating factors as autonomy, a feeling of competence, interest, value placed on reading, and social belonging (Centre de transfert pour la réussite éducative du Québec [CTREQ], 2018).

Based on these factors, Wordfest Youth helps teachers serve their students by implementing the following effective motivational strategies:

• helping youth establish connections between reading and their personal lives,
• encouraging youth to express themselves during reading-related activities, and, above all,
• introducing youths to reading role models or inspiring writers (CTREQ)

A Wordfest Youth field trip opens doors for students, reigniting the spark of their love for books or stoking a new fire. We see the importance of reading both the world and the word (Freire, 1983). Now more than ever, teens need the ability to read and write, access to both empathy and fact-based knowledge, and the aptitude to engage in mutually respectful communication. We’re ready to help make it happen.

References

• Centre de transfert pour la réussite éducative du Québec. (2018). Reading for pleasure. 
• Freire, P. (1983). The importance of the act of reading. Literacy and Ideology, 165 (1), 5-11.
• Government of Alberta. (2009). Living literacy: a literacy framework for Alberta’s next generation economy.
• McQuillan, J. (1997). The effects of incentives on reading. Literacy Research and Instruction, 36 (2), 111-125. 
• The Reading Agency. (2015). Literature review: The impact of reading for pleasure and empowerment. 
• Scholastic Canada. (2017). Kids & Family Reading Report.