Reader Development in Practice: Bringing Literature to Readers

Citation

Mugridge, R.L. (2009), "Reader Development in Practice: Bringing Literature to Readers", Collection Building, Vol. 28 No. 4, pp. 170-170. https://doi.org/10.1108/01604950910999828

Addressing many aspects of reading and literature, this book is written by practitioners and presents other practitioners, including authors, librarians, bookseller and more, with new ideas and advice on how to connect readers with books. It begins with a chapter by mystery author Ann Cleeves, who writes about her experiences as a writer and the role libraries can play in promoting authors, books and reading.

The second section is devoted to papers addressing outreach programs and initiatives that are geared to various groups and individuals in an attempt to encourage reading. Mathieson describes the development of the Time to Read network, an initiative in Northwest England that promotes reading through many programs that connect readers to authors and focuses on a variety of genres. Corrigan addresses the inconsistent provision of services to persons with disabilities. She highlights a number of successful programs while lamenting the fact that in many cases they are not common, or are one‐time offerings. Sherman describes how reader development has become a central part of public libraries' programs and reports on the many activities that have proven successful in bringing literature to readers. Davis discusses her own and others' experiences with the Get into Reading program, which brings reading and books to targeted groups, such as caregivers or mental health patients. Supported by many libraries, these programs bring reading and literature to groups that otherwise would not be exposed to them.

Works of imagination are the focus of the third section of the book. Kerr explores the possibilities presented by the application of hypertext techniques to reinterpret literature, using his reinterpretation of Robert Louis Stevenson's The Strange Case of Dr Jekyll and Mr Hyde as a case study. Sambell addresses the development and attraction of dystopian fiction to adolescents, exploring the themes that appeal to today's young readers. Garry writes about his experiences as a poet, performer and librarian, and how he shares his love of poetry with others through programs for young people, the elderly and other groups.

The fourth section addresses future trends in reading and literature. Warwick describes the current state of e‐book publishing and readership, noting the potential for paper‐based books and e‐media to complement each other. Glass, Barlow and Glass take a look at how the development of e‐books may affect publishers, book retailers, libraries and readers, concluding that traditional books and e‐books may exist in a healthy symbiosis. Mizrahi reports on the many challenges bookstores face and provides some strategies for success. Hornby describes a course developed at Manchester Metropolitan University intended to teach library practitioners how to connect readers with literature. The final chapter is by Sagar, who writes about the challenges and rewards presented by her membership in book clubs.

Overall this is a very good collection of well‐written and well‐edited papers addressing various aspects of reading, literature and how to connect readers with books. Most chapters include a helpful bibliography, and an index is also provided. This volume should prove useful to library practitioners who are responsible for or interested in outreach efforts.