Social Reading and School Library Design

Reading is often positioned as something quiet, individual, and internal. But when you watch young people closely, that’s not always how it plays out. They recommend books to each other, read side-by-side, interrupt themselves mid-page to share a moment, or abandon a text entirely based on a friend’s reaction. Reading, in practice, is social.

We know that engagement with reading is shaped not just by the text itself, but by the relationships and environments surrounding it. In fact, motivation to read is closely tied to factors like choice, connection, and the opportunity to participate in shared reading experiences.

In this article, Penny and I explore how the design of school library spaces can actively support reading as a social practice and how small, intentional shifts in environment can reshape how students see themselves as readers.

We'd love you to check out the article below.

Harrison, N. & Waring, P. (2026). Reading as a social practice: The implications for school library design. ACCESS, 40(1), 12-17.

ACCESS_Vol40_Issue1_March_2026_HARRISON.pdf

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