Open Access Graduate Research Paper
The purpose of this qualitative case study was to examine the benefits pleasure reading had on students' understanding of social emotional learning and the Teacher Librarian’s (TL) foundational role for providing an environment for pleasure reading that fostered social emotional learning (SEL) at the middle school level. The participants included one language arts class of 14 seventh graders at a private K-8 school located in the Midwest. Students were given ample class time to read, and their writing, discussions, and evaluations centered around social and emotional learning. Results in 6 themes showed that using pleasure reading as a base, teachers can satisfy a majority of the Iowa SEL Competencies (Iowa DE, 2020) and that the pleasure reading workshop facilitated student SEL competencies for all 14 students at the expected developmental level. For example, for Theme 1 students demonstrated SEL Competency 1, Self-Awareness. With time to reflect on themselves as readers, students’ self-awareness increased which positively impacted SEL Competency two, Self-Management. Theme 2 was Pleasure Reading Workshop Facilitated Student Agency, and students exemplified SEL Competency 4 Relationship Skills by Theme 4, Students Made Social Connections through Reading. All themes are represented throughout the final list of ten strategies that TLs use and that were used in this workshop to promote pleasure reading.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Division of School Library Studies
1 PDF file (63 pages)
©2022 Lora Sink
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Sink, Lora, "Pleasure reading workshop: Meeting SEL competencies based on sustained (and maybe not so silent) reading" (2022). Graduate Research Papers. 2514.