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Factors Affecting Reading for Pleasure Practices in Community Libraries

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Factors Affecting Reading for Pleasure Practices in Community Libraries Factors Affecting Reading for Pleasure Practices in Community Libraries in Thailand By Chommanaad Boonaree A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Information Systems Victoria University of Wellington 2018 Abstract Studies have identified that reading for pleasure (RfP) has a positive influence on reading behaviour and is more important for academic success than family socioeconomic status (SES) (OECD, 2010). RfP can play a significant role in promoting literacy development, and reading behaviour in areas of low SES. In Thailand, however, RfP is a contested reading concept because reading is traditionally associated with academic purposes. To investigate the current status of RfP in Thailand and the role played by community libraries (CLs) in its promotion, a study was undertaken in the largest and most economically disadvantaged part of Thailand, the Northeast region, or Isan. This research lies within the social constructivism paradigm and uses an applied multiple case study design. The study has two objectives: 1) to identify the factors affecting RfP reading promotion practice in CLs in Isan, and 2) to determine how these factors affect RfP reading promotion practice in CLs in Isan. Data were collected in eight CLs by 1) semi- structured interviews, 2) observations during library visits and library activity attendance, and 3) documentary analysis conducted on documentary sources. Qualitative data were analysed by open coding using NVivo11. The generation of a preliminary set of codes was deductively derived from literature and the research framework which was based on 1) Krashen’s Free Voluntary Reading (FVR), and 2) Asselin & Doiron’s Ecological Framework for Community Library Developments. Four theoretical categories were derived from the iterative inductive data analysis and the deductive literature review: 1) Thai Reading Context, 2) Thai Cultural and Social Factors, 3) Isan Socioeconomic Influences, and 4) CL Factors. They were used to write case reports on four types of CL: 1) CLs established by an expert organization, 2) CLs under the Office of the Non-Formal and Informal Education (ONIE), 3) CLs established by health promotors, and 4) CLs established by individuals. This was followed by cross-case analysis derived from combining, comparing or contrasting the findings from each case, providing a higher level of interpretation showing in four themes: Theme A. Provision of Book Access in Disadvantaged Areas; Theme B. Literacy Development Support; Theme C. Provision of an Inclusive, Safe Atmosphere; and Theme D. Active Roles of Key Individuals in RfP. i The study contributes to theory by redefining Duncan's conceptualisation of RfP which she asserts, “usually denotes an individual, silent activity” (2013, p. 5). People in a collective and oral society like to read together at CLs because the talk and socialisation bring joy and companionship. Control over book choice and a great variety of reading materials (Krashen, 2011; Asselin & Doiron, 2013) were found to be crucial factors affecting RfP in both children and adult readers. However, an authoritarian approach by Thai adults frequently limits children’s control over their reading choices. CLs in the study played an important role in enabling book access and literacy development support but they did not strategically position themselves as “central players in personal, social, cultural and economic improvement in their communities” (Asselin, Abebe & Doiron, 2014, p. 5). The study makes suggestions at the policy level relating to reading policy; event-based reading promotion strategies; the teacher-based learning style; lack of home-school partnerships; the knowledge-oriented mind-set; and the lack of reading to young children. A more strategic application of the Early Childhood Literacy Fund and the provision of better selected materials for CLs and school libraries would equalise access to children’s books by those in marginalised communities. Reading Culture Promotion for Thai Learning Society Framework 2017-2020 needs to focus on intervening in the complex consignment system in the book market, identifying and developing reading leaders/volunteers, and raising awareness of RfP and media literacy. For LIS practice, understanding the impact of a low-anxiety atmosphere, informality and flat relationships in CLs could make library operations more relevant to the majority of Thai people who are often low on the socio-economic ladder but are generally eager to access books and read for pleasure. ii Acknowledgements During my PhD journey, I received wonderful support, and advices from my supervisors, Professor Anne Goulding and Dr. Philip Calvert. Dr. Dan Dorner, who was the Research Degrees Programme Director in 2014 and my first secondary supervisor also greatly contributed to the smooth start of my study. Without their support, I would not have accomplished this endeavour. My supportive parents, particularly my mother provides me endless love and resources, deserved the pride of the degree. I am also lucky to have friends in Wellington, who have always provided moral support, happy moments, and opportunities to explore more of this beautiful country. To name some, Jirayu Brennen, Wisetlak Wongpram-Jenkins, Pitchaya Aberg, Jo Ferguson, and Paul Cordue. You are my family. Sureepan Lemamnuay and Ngoc Ha Pham are my research companions who shared my ups and downs during this long journey, many thanks for their companionships. I am greatly thankful to Victoria University of Wellington for granting me the VUW PhD Scholarship. Special thanks to administrative and academic staff members of the School of Information Management (SIM) for their strong support. Usha Varatharaju, Jean Grant, Dr. Janet Toland, and all others have been very supportive. All my PhD colleagues at SIM, made this journey enjoyable and possible by sharing their valuable experiences, and thoughts since I started my study. Thank you for your kind support. Finally, all my research participants academically and practically widened my horizon on reading promotion. Their insightful and tireless contributions are invaluable for me and the country. iii iv Table of Contents ABSTRACT ................................................................................................................................................I ACKNOWLEDGEMENTS ......................................................................................................................... III LIST OF TABLES .................................................................................................................................... XV LIST OF FIGURES ................................................................................................................................. XVI LIST OF ACRONYMS ........................................................................................................................... XVII CHAPTER 1 INTRODUCTION .................................................................................................................... 1 1.1 RESEARCH CONTEXT ......................................................................................................................... 3 1.1.1 THE NORTHEAST .................................................................................................................................. 3 1.1.2 GOVERNMENT POLICY ........................................................................................................................... 4 1.2 THE READING PROMOTION CONTEXT ............................................................................................... 5 1.2.1 READING PROMOTION IN THAILAND......................................................................................................... 5 1.2.2 PUBLIC LIBRARIES AND COMMUNITY LIBRARIES .......................................................................................... 6 1.3 RESEARCH PROBLEM ........................................................................................................................ 8 1.3.1 RESEARCH QUESTIONS ........................................................................................................................ 10 1.3.2 RESEARCH OBJECTIVES ........................................................................................................................ 10 1.4 RESEARCH CONTRIBUTION ............................................................................................................. 10 1.4.1 CONTRIBUTION TO THEORY .................................................................................................................. 10 1.4.2 CONTRIBUTION TO LIS RESEARCH AND METHODS ..................................................................................... 11 1.4.3 CONTRIBUTION TO PRACTICE ................................................................................................................ 11 1.5 STRUCTURE OF THE THESIS ............................................................................................................. 12 1.6 LIST OF PUBLICATIONS .................................................................................................................... 12 CHAPTER 2 KEY CONCEPTS IN THE LITERATURE .................................................................................... 15 2.1 INTRODUCTION .............................................................................................................................
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