Boys and their reading: Conceptionsof young people about the successof the full on magazine

Abstract

Within the context of the national debate about boys' achievement in secondary schools, this article examines young people's conceptions of the success of the Full On magazine designed to encourage boys to read more and to challenge the negative aspects of a ‘lad’ culture.

The article begins with an analysis of the magazine, its editorial policy and intervention strategy. It summarizes a national longitudinal study (Hall & Coles, 2001) and reviews how Full On addresses the concerns raised by this survey.

The research method draws on the concept of ‘Appreciative Inquiry’, highlighting the magazine's potential to achieve its aims. The findings, based on interviews with young people and their teachers, are largely positive, identifying high levels of engagement with Full On, its potential to widen boys' aspirations, its effects on their studying and potential to influence post-16 choices.

The young people's voices contribute to the understanding of the success of the magazine and debates about reading. Key issues emerge: the relationship between school and reading; boys' conceptions of themselves as readers; the importance of recognizing popular reading; the need to extend conceptions of literacy and reading communities.

The study reveals important links between boys' reading and their different perceptions of masculinities, and illuminates the need for teachers to adapt schools' literacy practices to encourage wider participation in reading.

Keywords:

• boys
• literacy
• boys' patterns of reading
• conceptions of masculinities
• schools' literacy practices

Acknowledgements

Grateful thanks are due to all those who have contributed to the completion of this article:

•	the young people for their inspiration and fresh insights;
•	the teachers for the richness of the dialogue they so willingly engaged in;
•	the Full On magazine editors, Martin Holleran and Jude Schofield, for their enthusiastic support for the research and for their help in providing information;
•	the Research and Development Committee of the Centre for British Teachers (CfBT) for funding the research. While CfBT has funded this project, the contents of this article do not necessarily represent its views.

Copies of the Full On magazine are available from Martin Holleran and Jude Schofield, Full On! Publications Limited, 22a Loraine Road, London N7 6EZ, UK. Telephone and fax: [phone]. Email: [email protected]; website: www.fullonmag.co.uk