Despite the renewed interest in working on the topic of recreational reading promotion in academic libraries, most of the initiatives are isolated activities. This article seeks to realize a systematic review about how the scientific literature has dealt with the relationship between the recreational reading promotion and the mission of this type of Higher Education units. The scientific literature from 2000 to 2022 was analysed from the dimensions of policy, infrastructure, staff, and benefits. It was found that there are 94 scientific documents which describe and state the possibilities of promoting recreational reading through an expanded view of support for teaching, research and university service, but that have not been translated into concrete policies. The scientific literature shows that there is a lack of research demonstrating the benefits of the initiatives, and case studies to demonstrate the connection of the activities with the current university challenges, for the generation of new policies and profiles in order to carry out solid programs where evaluation is a constant practice.
Article Details
How to Cite
Camargo-Rojas, L. (2024). Recreational reading promotion and academic libraries mission: A systematic review. Ocnos. Journal of reading research, 23(1). https://doi.org/10.18239/ocnos_2024.23.1.388
Camargo-Rojas: Recreational reading promotion and academic libraries mission. A systematic review
Introduction
According to the primary role of academic libraries is to meet the information needs of learning
and research. In particular, the defines the educational role of such units as supporting their community to discover,
access and use information effectively for academic success, research and lifelong
learning.
Since the mission of higher education libraries is derived from the function of the
larger institution they are a part of (teaching, research and service) (), the challenges presently faced by the universities affect their libraries directly.
Consequently, the current trends in pedagogy, characterized by a more active and collaborative
approach, and advancements in the production, distribution, and access to information
have influenced academic libraries to provide fresh resources and environments that
align with the new learning-centred pedagogy and a greater focus in information literacy
with a critical approach. Equally, the current trend in the economic environment of
higher education towards outcomes necessitates that academic libraries demonstrate
their value and impact in supporting student academic success, as well as their contribution
to research productivity ().
Amidst the challenges faced by academic libraries, today there is a problem not necessarily
addressed in their strategic plans: their input to the reinforcement of their community’s
reading habits. Assumptions have been made that students within the university setting
have already acquired satisfactory reading skills from school, rendering it unnecessary
to further strengthen their habit of reading, when the reality is that most of them
have not acquired such a habit yet.
The reading habit is understood as a stable behaviour that develops with the voluntary
exercise of reading in everyday life, which leads the person to choose to read freely
in order to occupy part of their leisure time (). Different research has shown that there are different reading profiles among the
university community and that, although it is a population that positively values
reading practice, the majority have a concept of reading as an instrumental practice,
not a recreational one, such recreational mode being the attitude that favours voluntary
reading behaviour (; ; ; ; ). Given that the positive relationship between a stable reading habit, better verbal
skills and academic success has been demonstrated (; ), advocating it within the university setting is paramount.
Within this framework, there is a renewed interest in the bibliography to investigate
the contribution that academic libraries can make in addressing the issue of promoting
reading, an area which has typically been associated with public and school libraries
but has been overlooked in the mission of those in the Higher Education sector. We
speak of ‘readers advisory’ for the Anglo-Saxon case and ‘reading promotion’ in the
Spanish-speaking world. The former is understood as a service that suggests what material
to read for leisure based on interests, tastes and moods () and the latter, “as a work of socio-cultural intervention that seeks to encourage
reflection, revaluation, transformation and construction of new meanings, ideologies
and reading practices” (). Within the latter —seen as a broader field involving political, economic and administrative
policies and actions— is reading encouragement (animación a la lectura), which consists of improving reading habits.
Although the Anglo .readers advisory’ and the Hispanic ‘reading promotion’ terms have
different origins and traditions, for the purposes of this article both terms are
used. In the bibliography, both refer to services in which an academic library assumes
a commitment to reading beyond its instrumental value and its use in the classroom
through the organisation of reading clubs, gatherings, meetings with authors and specialists,
exhibitions and recommendations on digital platforms ().
Consequently, there has been a resurgence of reading promotion initiatives from academic
libraries that is evident in the scientific literature. have identified this for the English-speaking case. In the Spanish-speaking world,
conducted a study on activities in Spanish territory and found that in most cases
the initiatives are specific and reduced in number or frequency. There are also scientific
papers describing initiatives in countries such as Mexico (), Cuba (), Chile () and Colombia (). In China, in turn, programmes have increased in response to state reading promotion
policy (; ).
To that extent, the bibliography reports the appearance of initiatives that are generally
isolated and are carried out in disconnection with the mission of academic libraries.
Although the scientific documents that deal with the subject speak of the promotion
of recreational reading in the mission of this type of unit in the field of Higher
Education, none of them carry out a study on how literature has dealt with the subject.
Therefore, this article seeks to critically analyse how the scientific sources have
dealt with this relationship in order to identify why the initiatives do not constitute
as solid programmes and what challenges they must face in order to function properly.
Methodology
This research seeks to analyse how the scientific literature has posited the correlation
between the service of promoting recreational reading and the mission of academic
libraries. The strategy in order to achieve this objective consisted in identifying
the four fundamental dimensions through which this relationship is manifested: policies
(orientations or guidelines regarding the substantive university functions); infrastructure
(collections and spaces); staff (competences and perceptions); as well as benefits
(for the university community and the external public, for the library and the university)
and evaluation of the programmes.
To that extent, we sought to identify how these four dimensions are portrayed in the
scientific literature on reading promotion in university libraries. In order to do
so, the following equation was run on the databases Web of Science, Scopus, Ebsco,
Proquest and the search engine Google Scholar on May 26, 2023, and the search was
limited to the years 2000 and 2022:
((“promoción de lectura” OR “readers advisory” OR “reading promotion”) AND (“bibliotecas
universitarias” OR “college libraries” OR “academic libraries” OR “research libraries”))
Twelve records were found in Web of Science; 24 in Scopus; 742 in Proquest; 3,482
in Ebscohost, and 2,580 in Google Scholar. These records were then restricted to one
of the words in the first theme (reading promotion; recreational reading; cultural
services) and one of the words in the second theme (academic libraries) being in the
title, abstract, subject and/or keywords (inclusion criteria) for the records returned
by each database and search engine, and duplicates were excluded in each case.
All records were then collected in a single table and records that were repeated in
more than one database or search engine were excluded. The 153 records identified
were entirely read to identify the four dimensions of analysis. After that reading,
71 were excluded, and seven cited in the records read were added, as well as five
more from other sources (figure 1). A total of 94 documents were selected, from which quotes were extracted contributing
to one or more of the dimensions mentioned in Annex 1. The policy dimension was mentioned in 62 records, infrastructure in 26, personnel
in 41 and benefits and evaluation in 44 (figure 2).
Figure 1.Process of records selection
Figure 2.Number of documents according to dimension
Results
A bibliometric analysis of the 95 selected documents shows that production increased
from 2015 onwards, with the year of greatest publication being 2020. Of these selected
documents, 31 are from China, 28 from the United States, 9 from Spain, 7 from Canada,
4 from Colombia, 3 from Cuba, 2 from South Korea, 2 from Mexico and 2 from the United
Kingdom, taking into account the origin of the institution of the first researcher
to sign. Argentina, Chile, Croatia, Greece, Portugal, Sweden and South Africa have
one paper. In turn, 77 are articles, 10 conference papers, 5 book chapters and 3 degree
works (figures 3, 4 and 5).
Figure 3.Countries of provenance of records
Figure 4.Year of publication of records
Figure 5.Records document type
Policies. Support to substantive university functions
The bibliography analysed shows the traditional view that recreational reading promotion
is primarily associated with and falls under the exclusive competence of public and
school libraries (; ; ). The widely held belief is that the academic library’s goal is to furnish fitting
resources and services to assist the educational institution’s curriculum and research
pursuits. As a result, the establishment of extracurricular collections and services
is deemed unnecessary.
Nevertheless, scholarly works are found that expand on this perspective and argue
that academic libraries must play an important role, hold a significant responsibility
in the promotion of recreational and critical reading. (; ; ; ; ; ; ). Academic libraries are generally considered to be an ideal location for bringing
the university community together to engage in recreational reading through dialogue
and reflection on the emotional connection with the text in activities, moments, and
spaces designated for voluntary reading (). There are even articles in which it is affirmed that the creation of reading policies
is necessary (; ) because isolated strategies are often implemented without being included in institutional
strategic plans ().
Regarding the teaching function, assert that promoting recreational reading supports pedagogical objectives and even
extends beyond them. For , the development of reading skills is a key educational element and, therefore, a
vital ability that libraries should encourage to realize universities’ objective of
holistic education (formación integral). Furthermore, they consider that this type of service caters both to the educational
and recreational needs of students as a means of fulfilling the social accountability
of academic libraries in promoting culture and enhancing academic experience.
For their part, argue that the current trend in universities to pay attention to student well-being
and to educate the “whole person” that is at the heart of their mission, may be the
argument for promoting recreational reading and extracurricular activities on campus,
while such endeavours are not necessarily linked to tangible educational benefits
and goals.
Regarding the service function, there are positions such as those of and , who consider that academic libraries should not only have a role in supporting teaching
and research but also a social function. To that extent, makes it clear that academic libraries are beginning to ask themselves how and in
what way they support their universities in fulfilling their role of service to the
community as creators of “social capital”. Thus, he proposes several lines in which
they can exercise an outreach function and contribute to social capital, among which
are the idea of the academic library as a cultural and scientific forum for the community,
as well as that of the leisure library and holistic education, supported by the promotion
of recreational reading.
Infrastructure. Collections and spaces
With regard to collections development, there are articles that show how academic
libraries have focused exclusively on acquiring the material that supports research
and teaching () and only accidentally have provided other resources, as it is considered that introducing
popular culture collections can be seen as a conflict in the fulfilment of the institutional
mission (; ).
However, there are numerous examples of libraries that have developed so-called “leisure
collections” with material that does not necessarily correspond to the syllabus bibliography
or scientific material such as popular magazines and fiction books. There is evidence
in several papers that such collections can support the institutional mission by focusing
on enriching the social development of the university experience and lifelong learning
through the acquisition of popular culture titles that support the curriculum, and
simultaneously encourage recreational reading (; ; ). Then, they also serve to stimulate the intellectual life of the university community
and its personal growth, providing it with a broad cultural repertoire that points
to the university’s engagement with all dimensions of life (Rathe & Blankenship, 2006),
and to conceive of its members as whole and total persons and not as cogs in an academic
machine ().
The research reviewed justifies the development of such collections both because reading
them can help reduce stress one of the causes linked to academic dropouts and because
students are more likely to read the material if they are close to said collections,
as they are usually displayed in different, eye-catching spaces. In addition, not
only do they prove to be the most commonly used in the library and those that improve
circulation statistics, but they also attract students to use face-to-face library
services as well as to socialise with others, that being proven to impact both on
their academic success and in avoiding them to abandon studies (; ; ; ; Dewan, ; ; ).
Staff perceptions and competencies
Surveys and interviews collected in 2002 (), 2009 (), 2010 (Gilbert & Fister, 2010), 2012 (; ); 2014 () and 2018 () show that a high proportion of academic library staff have a widespread perception
that recreational reading is outside the scope, mission or remit of their organizations
and that they fear that promoting it will blur their image as information specialists
and make them too closely associated with public librarians (). These arguments are underlying those related to budget problems, lack of staff
or lack of staff interest ().
According to the literature, there are two reasons for this perception. The first
is due to the information science approach from which they come, and the second is
due to a predominant conception of instrumental reading. From the information science
approach, reading for pleasure or personal development is considered secondary to
the search for information (), which is why research on reading studies has been set aside or given little relevance
(). Added to this is the fact that the structure and organization of academic libraries,
as well as the training tendency of those who administer and work in them, are anchored
in a concept of instrumental reading specifically for study purposes ().
Although in the literature there is evidence of a lack of preparation of staff in
reading promotion (; ). argue that staff should be trained in reading promotion and that it should be an
explicit function in their profiles. explains that future readers’ advisors cannot be trained in the same way as information
specialists, because we need professionals who are psychologists and artists at the
same time, who are interested in the human heart and mind through the practice of
reading, and who have reading as part of their lifestyle.
In turn, propose the guidelines and profile to work as cultural managers in university libraries;
argues that it is necessary to develop reading competence and the professional ability
to promote reading in those who develop this type of initiative, and states that this type of role should be carried out by full-time professionals with
a community focus. considers it necessary to transform the criteria for the order and functioning of
current academic libraries to ensure that reading promotion services can be carried
out. and even argue that departments in charge of the subject should be created.
Benefits and evaluation of programmes
There are articles in the bibliography in which it is considered that leisure collections
and recreational reading promotion activities attract more people to the physical
space of the academic library (; ), and that they give it visibility, and for this reason have a public relations and
promotional role for its services and collections (; ).
At the same time, research is also identified that cites other studies that have shown
how recreational reading contributes to people’s communication skills, text comprehension,
and vocabulary acquisition. (; ). There is also evidence that it fosters critical thinking (; ), creative, imaginative and playful thinking (), and supports second language acquisition (). It also triggers an aptitude for learning even outside the classroom (), lifelong learning (), and correlates with higher academic achievement (). In other words, it is directly related the stable reading habits necessary for
a better integration into academic life ().
Equally, there are those who cite studies showing how people who are active readers
are more likely to be civically engaged, volunteer in their community, participate
in cultural activities (; ; ) and generally have a higher level of well-being (Hurst et al., 2017). All of the
above can have positive effects for student retention ().
Furthermore, there are recommendations for carrying out the initiatives, such as the
fact that they should focus on the person and not on the books, and evolve into a
community service (; ) that is carried out from the concept of diversity, paying attention to the multiple
meanings it can have in the context of reading encounters and practices (). Furthermore, the limits of the service are also evident in terms of the fact that,
although it may be valuable in promoting recreational reading, it is insufficient
to address the difficulties encountered by students when faced with the particularities
of academic and scientific texts, which is why reading requires specific treatment
within the context of each subject ().
Similarly, argue that there is uniformity of practice, as well as a preference for relying on
interdisciplinary knowledge about reading, rather than building on what is advanced
from public libraries. They therefore believe that academic libraries should be the
innovators in this area, capitalising on the successes that public librarians have
made over the years to create superior reading services and programmes.
Part of this innovation consists in their staff investigating about the promotion
of reading in academic libraries both to analyse the reading practices of the community
() and the effects and evaluation of the activities, which is the big question when
it comes to identifying how much they encourage the reading habit (. and say that evaluation is still at the summary level of activities. argues that there is a need for evaluations to be based not only on intuition and
experience characteristic of practice, but also on evidence-based decisions. argues that activities should be planned according to identified reading needs and
segmented audiences. consider that data mining can be leveraged to do this and the constant feedback online and offline.
Discussion and conclusions
Thus, although it has traditionally been understood that the support provided by academic
libraries to the Higher Education institutions of which they form part consists strictly
of guaranteeing bibliographic material for the development of curricula, study spaces,
information literacy and, more recently, data management, it is clear from the bibliography
that there are other perspectives. These are new voices that relate the promotion
of recreational reading both to holistic education (formación integral), lifelong learning and support to student retention —a broadening of the conception
of support to the teaching function — and to a cultural and social function—a new
support to the research and service functions of the university. However, these approaches
have not led to clear and forceful institutional policies. The reasons for this can
be seen through the dimensions of analysis.
According to the documents consulted, one of the reasons for this is that most university
library staff and managers are trained in information science. Depending on where
these studies have taken place, there may be a tendency for their competencies to
be focused on data and information management, with the concept of instrumental reading
predominating. It is not uncommon then that the perception may be negative in terms
of carrying out the programmes. The literature begins to visualise that those who
carry out these activities need competences more related to other areas of knowledge
such as pedagogy, arts, literature, communication and psychology, as well as being
full-time staff.
The bibliography also shows an interest in the development of so-called leisure collections.
First of all, it is necessary to clarify that leisure is the practice carried out
by the person and not necessarily the material itself, so it is possible to read academic
or scientific material for recreation, as well as to read material from popular collections
or fiction for academic or research purposes. On the other hand, the emerging view
of how such collections can contribute to the promotion of holistic education and
lifelong learning opens the spectrum to a broader conception of support for teaching
and research, but is still limited in that it does not realise how all collections
in general can be promoted as recreational reading to the extent that there are qualified
personnel who know how to do it.
Similarly, the literature begins to identify the need to evaluate programmes, to contemplate
new approaches such as diversity and to learn from what has been done in public libraries.
To the extent that programmes are evaluated and researched, creative and non-uniform
initiatives can be created. However, the documents consulted are not clear on how
the initiatives or programmes may have implications for teaching, research and service
functions. Possible implications are stated, but not demonstrated.
It is observed that the bottleneck can be unblocked by policies: to the extent that
libraries contemplate the promotion of recreational reading in their mission from
an enlarged view of the substantive university functions and a focus on benefits,
resources could be distributed in such a way that new profiles are contemplated in
the organisational structure or that staff are trained to be more versatile so that
they can carry out the programmes.
But, in addition, for the policy to change, it is also necessary for research to focus
on case studies where the results of these programmes for the support of substantive
university functions are evidenced, starting from the analysis of reading practices.
Research and analysis of the relationship, difference and integration of recreational
reading promotion with information and academic literacy is also essential. Furthermore,
it would be important to analyse in which cases and in which contexts the promotion
of recreational reading is already embedded in policy and how this has impacted on
the development of programmes. In other words, to demonstrate that far from jeopardising
the mission of academic libraries, promoting recreational reading can broaden it,
strengthen it and generate interdisciplinary synergies, promote creativity and encourage
new lines of work and research in which the promotion of recreational uses ends up
contributing to the development of academic and research uses.
To this extent, it is identified that in order to have trained staff or new profiles,
as well as to enhance all the collections and spaces for cultural and scientific dialogue
where the knowledge created in the academy is transferred to society through recreational
reading, a change in the policies and structure of academic libraries would be necessary,
promoted through case studies where the benefits are evidenced according to the interests
and reading practices of the heterogeneous and diverse university population, and
the current challenges of universities.
Acknowledgments
Translation by André Claude Schonwald Hérard, official translator-interpreter English/Spanish/
English with license No. 2168/84, issued by the Ministry of Justice of Colombia, registered
at the Ministry of Foreign Affairs of Colombia.
Notes
[1] It is necessary to clarify that reading literacy, according to PISA, is the ability
of students to understand, use, value, reflect on and be interested in written texts
in order to achieve some objectives, develop their own knowledge and potential and
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Appendix
Annex 1
Identifying dimensions of the relationship between the promotion of recreational reading
and the mission of university libraries
