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This case study details the impact of pioneering research into reading groups, undertaken by Professor Jenny Hartley and Sarah Turvey. The huge expansion of reading groups and reader development in the UK over the last decade is largely due to their work. Underpinned by that research, their highly successful Prison Reading Groups project (PRG) now supports over 40 groups in more than 30 prisons. The key impacts of their work are:
The Beyond the Book project has had impact upon the personal and professional development of practitioners, especially public librarians, but also book event organizers, and publishing professionals. The project has achieved this impact by identifying the pleasures that readers derive from shared reading, the limitations of large-scale reading events for producing social change, and by situating the organization of such events within an international context. The project has also had an impact on graduate students in several nation-states through the generation of new methods for studying contemporary readers and reading practices.
Between September 2006 and January 2009, the Department of English's Gladstone Project was centred on William Ewart Gladstone's Library in Hawarden, North Wales (formerly St Deiniol's Library). It created an online electronic catalogue of the Library's holdings and a separate online catalogue detailing Gladstone's own books, with contextualised details of his annotations in them.
As a direct result, a significant body of work has been preserved and Gladstone's Library has today established itself as a major heritage centre and visitor institution, developing wider public and media interest in Gladstone, his political career and his relationship to nineteenth century literature. Impact has also extended into teaching practice at other HE institutions, through the work of the Gladstone Centre for postgraduates.
This ICS exemplifies wide-reaching impact emanating from Morrison's creative outputs and his subsequent exploration of public reactions to it. Thus he has used different genres of writing to articulate the complexity of human relationships and emotions — for example via two critically acclaimed memoirs, an account of the Bulger trial, and, since being at Goldsmiths, a novel, South of the River (2007). Numerous readers described these books as resonating with them, highlighting the potential therapeutic benefits of reading serious literature (`bibliotherapy'). Morrison explored this idea systematically in a detailed review published as an essay in The Guardian (2008). The ensuing surge of public interest in bibliotherapy manifested in a transformative expansion of The Reader Organisation [TRO], which promotes and supports the establishment of community-based reading groups. In the UK these multiplied more than 5-fold over the following 3 years, and there was similar interest in Australia, the US, Denmark and Germany. Morrison subsequently became chair of TRO's Board of Trustees, and has promoted its activities to the public and policymakers internationally through public presentations, the media, and participation in policy fora.
Our research has transformed teachers' understanding of reading, leading to more effective practices. Teachers reconceptualised reading from a solitary to a social and multimedia practice, resulting in improved attitudes to reading amongst pupils. Championed by five English Local Authorities (LAs), one project was implemented in 800 schools (36,000 pupils per year group) with 61% of reading scores rising at twice the average rate. It was later developed in several other LAs. Embedded in the training of national literacy consultants (550) and initial teacher education lecturers (290), this research shaped policy and practice in England. Using new media, the Our Story app has influenced teachers' perceptions and children's reading enjoyment in diverse international settings.
This study outlines the nationwide impacts of a community reading programme, `Get into Reading', pioneered by The Reader Organisation, which has grown out of research and praxis carried out in the Department of English at Liverpool and Continuing Education (Professor Phil Davis, Dr Josie Billington, Dr Jane Davis).
The Reader Organisation became a spin-out organisation in 2008, continuing its close working collaboration with English staff (Davis, Billington) whose research has continued to underpin its trajectory. It has grown significantly since then, developing a high profile geographic and social reach, employing 78 staff and 125 volunteers, and delivering over 360 groups nationally for shared reading aloud for health and well-being in hospitals, prisons, care homes, GP surgeries, libraries, community and mental health centres, with 30% of its employees being graduates of the Department of English. The Reader Organisation's activities benefit large numbers of care and therapeutic service providers and their client groups: training has been provided to 900 health and social care staff and `Get into Reading' has been delivered to thousands of individual participants in a wide range of settings in the UK, and is also now influencing practice in other countries.
The impact activities described in this document are dedicated to altering cultural perception of the creation, production, and performance of modern literature through re-presentation of the work of the Irish writer Samuel Beckett in a variety of informed contexts. Beckett research at Reading is underpinned by the university's exceptional archival resources, which include manuscripts of his writings alongside rare editions, letters, production notes for his dramas, and intriguing ephemera. Our impact-generating activities around the archive are focused upon the deployment of those resources in ways which enhance understanding of the processes behind the creation of literary works and dramatic performances. This approach to impact has involved researchers in the Department of English in the curation of exhibitions relating to the archive; in giving talks at sites crucial to Beckett's literary development; and also in the digitization of materials relating to Beckett's major works. Out of this has come testimony from a variety of people and organisations to the change that has come about in their attitude and response to a variety of creative phenomena.
University of Reading research on precocious (young early) readers identified phonemic awareness (the ability to hear, identify and manipulate small units of sound) as being important for success in learning to read words. These findings have impacted on national recommendations about the teaching of phonics in the early years; influenced the development of a series of television programmes for pre-school children; influenced the teaching of reading in English in Malaysia; and led to involvement in the development of a phonics screener for Year 1 children. The work has also had an impact on classroom assessments and the training of teachers.
The Centre for Research into Inclusion and Vulnerable Learners' research on dyslexia and multilingualism in schools (Tilly Mortimore, Mim Hutchings and Anny Northcote) has influenced the public policy of several Local Authorities in England and of the South African Association of Learning Differences (SAALED), through which it has also impacted upon the practice of teachers, psychologists and facilitators in both countries. Mortimore's research on dyslexia and learning style in higher education is part of her wider body of research in this field which has influenced the curriculum and policies of several UK universities, and has also made an impact upon the policy and training offered by professional associations such as the British Dyslexia Association (BDA) and Professional Association of Teachers with SpLD (PATOSS).
This case study relates to cultural life and education. Kenneth Fincham is an internationally renowned scholar in the field of British Early Modern History, and the impact arose from a major research programme funded by the AHRC to create:
The database is an online resource launched in 2005 and available free to all users. It provides a relational database and supporting website containing key information on clergy, schoolteachers and ecclesiastical patrons which has brought together for the first time a comprehensive range of sources. From the start CCEd was designed to serve constituencies outside as well as within academia, and it has proved an invaluable resource for genealogists across the globe seeking information on clerical ancestors, local historians researching parish histories, independent researchers interested in the clergy, and hard-pressed archivists responsible for managing and interpreting major diocesan collections. It has received in excess of 9.9m hits since 2010 and highly positive feedback from its many different types of user.