Transforming the reading experience

Diverse and Inclusive Books Transforming the Reading Experience: How Letterbox Library Empowers Schools to Meet the DfE Reading Framework

“The importance of children seeing a variety of perspectives, ethnicities and backgrounds in books cannot be overstated. If we don’t create enough nuanced and authentic representations of characters of colour detailing a range of experiences and perspectives, we risk crystallising the dangerous and already potent idea that the realm of books and storytelling are for a select few, and always will be.” (Dr Zaahida Nabagereka, quoted in the Reflecting Realities Report November 2024).

A young boy happily engrossed in a book, emphasizing the importance of engaging and diverse literature for cultivating a love of reading in children, as highlighted in the Reflecting Realities Report.

The evolution of the Department for Education’s Reading Framework -from its initial launch in July 2021, with a focus on early years and KS1 phonics, to the expanded version in July 2023- reflects a growing commitment to nurturing literacy across a broader age range and through greater focus on reading for pleasure.

There has been a growing concern among educators due to the downturn of reading for pleasure among older children. Just last year, research from the National Literacy Trust (2024) highlighted a decline in recreational reading among 8 to 18-year-olds:

“In 2024, the percentage of children and young people who told us they enjoyed reading was its lowest since we started asking about this in 2005. Just 1 in 3 (34.6%) children and young people aged 8 to 18 said that they enjoyed reading in their free time in 2024. Reading enjoyment levels have decreased by 8.8 percentage points over the past year alone.” (National Literacy Trust, 2024)

The Framework now offers renewed guidance on cultivating a love for reading while ensuring literature supports a well-rounded education.

Why is Reading for Pleasure Important?

This same report from the National Literacy Trust makes the case very clearly: “Both the immediate and the longer-term benefits of reading enjoyment for children and young people’s reading skill, learning and mental wellbeing are well-established. Reading enjoyment has been more closely linked to educational success than socioeconomic background, while national cohort studies have found that the positive influence of reading enjoyment on young people’s cognitive development was greater than that of having a degree-educated parent. The potential benefits of reading enjoyment extend beyond performance in reading assessments. In our surveys, children and young people tell us consistently that they enjoy reading to learn, to relax, to find out more about issues or causes they care about and to support their mental wellbeing...” (National Literacy Trust, 2024)

The New Reading Framework: A Broader Vision

The updated Reading Framework now goes beyond phonics, addressing literacy needs for children aged 7 to 14 years including an emphasis on the importance of reading for pleasure. A key component of the Framework is the section on Choosing Literature. This section outlines several essential considerations for schools when selecting books. These include ensuring that each book:

• Contains a ‘big’ idea at its heart (such as the power of friendship or the corrupting influence of power).

• Reflects a diverse range of voices and characters, mirroring the varied backgrounds of pupils and society at large.

• Utilizes rich, lyrical language that captivates and engages.

• Has the potential to develop pupils’ wider knowledge.

• Deliberately widens horizons by offering culturally rich content.

• Provides opportunities for pupils to encounter different genres and formats, allowing them to build their own opinions and preferences.

(DfE, 2023)

Letterbox Library: Fostering Reading Enjoyment through Inclusive Books

At Letterbox Library, we understand that the books children read are more than just stories—they are Windows and Mirrors. This term was pioneered by Education Professor Rudine Sims Bishop, who stated in 1990:

“Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of a larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books.”

This much-quoted, powerful insight captures the essence of why inclusive literature matters. It encourages children to step into different worlds, discovering new ideas and experiences and it allows them to see themselves reflected in the stories they read.

At Letterbox Library we strongly believe that, taken together, Windows and Mirrors are a truly winning combination in our attempts to encourage reading for pleasure. By following this principle when selecting books for your schools, you will be able to provide a wide and varied selection of books. A more diverse selection means more choice and more choice secures a wider appeal.

Meeting the Framework’s Requirements with Diverse and Inclusive Books

Letterbox Library has a long standing reputation for the care and thought it takes in its book selection. We search high and low for new titles emerging from the major publishing houses as well as from the smaller indie presses. These books are then sent out to our 20+ independent volunteer reviewers. This team of experts includes primary teachers, EY teachers, librarians, social workers, children’s authors, childminders, carers and young people themselves. The reviewers are issued with a set of criteria focused on not just equality but quality. It is not enough for a book’s content to be inclusive- excellence in text and illustration and genuine child-appeal are just as necessary.

We wait until we have three sets of feedback on each book and, based on this, we make a final decision to sell or ‘reject’. Through this painstaking process, we only go on to ‘approve’ for sale 33-35% of the books publishers send us. We feel confident that this means that we aren’t simply bringing you inclusive books but the very best in contemporary, inclusive books for your shelves.

Our carefully curated book collections at Letterbox Library aligns seamlessly with the DfE Reading Framework’s criteria for choosing literature:

• Big Ideas and Rich Language: Our titles explore ambitious concepts such as social divisions and cohesion, empathy, resilience, prejudice and discrimination, greed and power, all made accessible and engaging through vibrant illustrations and thoughtful text.

• Diverse Voices and Cultural Richness: By offering books that showcase our world in all of its diversity and through meaningful, nuanced representations, we aim to ensure that every pupil finds a Mirror reflecting their own life and a Window to experience lives beyond their own.

• Expanding Horizons: Our selection spans multiple genres and formats, from graphic novels to traditional narratives, from historical fiction to fantasy, giving pupils the opportunity to explore various literary styles and develop their critical thinking and personal preferences.

• Developing Wider Knowledge: Each book is chosen not only for its narrative quality but also for its ability to enrich pupils’ understanding of the world, fostering empathy and cultural awareness.

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Building a Reading-for-Pleasure Culture

"Relevant and representative books are a fundamental building block in getting children back into reading  for pleasure.” (James Urquhart, Arts Council England, quoted in the Reflecting Realities Report November 2024).

At its core, the availability of diverse and inclusive children’s books is fundamental to creating a dynamic reading-for-pleasure culture. When children see their experiences reflected in literature, or are introduced to new perspectives through culturally rich content, reading becomes a more engaging, affirming, and enjoyable experience. This approach not only meets the rigorous guidelines of the Reading Framework but also lays the foundation for lifelong learning and empathy.

"The ethical imperative should go without saying. But beyond this the principle of inclusion simply makes books better. Through every review process of the last seven years we have had the privilege of being treated to stories, characters, writing and worlds that have elevated the literary landscape, enriched the culture and transformed reading experiences." (Farrah Serroukh, the 7th Reflecting Realties Report, 2024).

Conclusion

In an era when reading for pleasure is at a crisis point, Letterbox Library stands committed to supporting schools in nurturing literate, curious, and empathetic readers. Our diverse and inclusive collection meets -and exceeds- the expectations set out in the DfE Reading Framework. Explore our collection and join us in fostering a future where every child can discover the joy of reading. Why not start by looking at our Reflecting Realities Book Pack, compiled in collaboration with the Centre for Literacy in Primary Education.