Social influences on avid book readers examined in new School Library Research article

For Immediate Release
Mon, 10/09/2017

Contact:

Jennifer Habley

Manager, Web Communications

American Association of School Librarians (AASL)

312-280-4383

jhabley@ala.org

CHICAGO – A new article examining how social influences can foster avid book reader identification is now available in volume 20 of the American Association of School Librarians’ (AASL) peer-reviewed online journal, School Library Research (SLR).

In “Becoming a Reader: Significant Social Influences on Avid Book Readers,” Margaret K. Merga continues her 2015 International Study of Avid Book Readers (ISABR) with a particular focus on early influences. Merga, a lecturer in education at Murdoch University in Western Australia, found maternal instruction is the most prevalent source of early reading teaching. Other indirect influencers included author influence, fostering access, shared social habit, reading for approval, recommendations and supporting choice and exposure to reading aloud.

SLR promotes and publishes high-quality original research concerning the management, implementation and evaluation of school library programs. Articles can be accessed at www.ala.org/aasl/slr.

School Library Research (ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed, indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology and continues to welcome manuscripts that focus on high-quality original research concerning the management, implementation and evaluation of school library programs.

The American Association of School Librarians, www.aasl.org, a division of the American Library Association (ALA), empowers leaders to transform teaching and learning.