Fostering a reading culture: evidence from Qatar Reads
Qatar has experienced rapid economic development in recent decades and has made large investments in the education sector to improve learning outcomes. The Qatar National Vision of 2030 also aspires to encourage life-long learning, one enabler of which is fostering a reading culture. This paper asse...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2022-12-01
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| Series: | Development Studies Research |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/21665095.2022.2050774 |
| _version_ | 1811332482952331264 |
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| author | Logan Cochrane Ozcan Ozturk Hanieh Khataee Reem Al-Hababi Fatema Al-Malki Hisham Nourin |
| author_facet | Logan Cochrane Ozcan Ozturk Hanieh Khataee Reem Al-Hababi Fatema Al-Malki Hisham Nourin |
| author_sort | Logan Cochrane |
| collection | DOAJ |
| description | Qatar has experienced rapid economic development in recent decades and has made large investments in the education sector to improve learning outcomes. The Qatar National Vision of 2030 also aspires to encourage life-long learning, one enabler of which is fostering a reading culture. This paper assesses one program that has aimed to enable this change and the modalities it employs, thereby contributing evidence regarding this under-studied country within rapid transition. The evidence suggests that the majority of children who participate in the program significantly improve their attitude toward reading without any gendered differences. The findings also show that compared to before joining the program, the majority of participating children spend more time reading, and the majority of parents spend more time reading with/to their children. However, these positive behavioral changes are not experienced by all children or parents. We also explore key barriers to change, relating to time limitations, challenges related to technology, and individual difficulties. Based on this case study assessment, recommendations are offered to enhance the activities of the program, particularly regarding barriers as well as for expanding the coverage of the program and broadening inclusion. |
| first_indexed | 2024-04-13T16:36:43Z |
| format | Article |
| id | doaj.art-ef9e8454d9ed49a4b307b8f8ef59da6a |
| institution | Directory Open Access Journal |
| issn | 2166-5095 |
| language | English |
| last_indexed | 2024-04-13T16:36:43Z |
| publishDate | 2022-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Development Studies Research |
| spelling | doaj.art-ef9e8454d9ed49a4b307b8f8ef59da6a2022-12-22T02:39:24ZengTaylor & Francis GroupDevelopment Studies Research2166-50952022-12-0191829410.1080/21665095.2022.2050774Fostering a reading culture: evidence from Qatar ReadsLogan Cochrane0Ozcan Ozturk1Hanieh Khataee2Reem Al-Hababi3Fatema Al-Malki4Hisham Nourin5College of Public Policy, HBKU, Ar-Rayyan, QatarCollege of Public Policy, HBKU, Ar-Rayyan, QatarQatar Foundation, Doha, QatarGulf Studies, Qatar University, Doha, QatarQatar Foundation, Doha, QatarQatar Foundation, Doha, QatarQatar has experienced rapid economic development in recent decades and has made large investments in the education sector to improve learning outcomes. The Qatar National Vision of 2030 also aspires to encourage life-long learning, one enabler of which is fostering a reading culture. This paper assesses one program that has aimed to enable this change and the modalities it employs, thereby contributing evidence regarding this under-studied country within rapid transition. The evidence suggests that the majority of children who participate in the program significantly improve their attitude toward reading without any gendered differences. The findings also show that compared to before joining the program, the majority of participating children spend more time reading, and the majority of parents spend more time reading with/to their children. However, these positive behavioral changes are not experienced by all children or parents. We also explore key barriers to change, relating to time limitations, challenges related to technology, and individual difficulties. Based on this case study assessment, recommendations are offered to enhance the activities of the program, particularly regarding barriers as well as for expanding the coverage of the program and broadening inclusion.https://www.tandfonline.com/doi/10.1080/21665095.2022.2050774ReadingliteracyQatarMiddle EastQatar Foundation |
| spellingShingle | Logan Cochrane Ozcan Ozturk Hanieh Khataee Reem Al-Hababi Fatema Al-Malki Hisham Nourin Fostering a reading culture: evidence from Qatar Reads Development Studies Research Reading literacy Qatar Middle East Qatar Foundation |
| title | Fostering a reading culture: evidence from Qatar Reads |
| title_full | Fostering a reading culture: evidence from Qatar Reads |
| title_fullStr | Fostering a reading culture: evidence from Qatar Reads |
| title_full_unstemmed | Fostering a reading culture: evidence from Qatar Reads |
| title_short | Fostering a reading culture: evidence from Qatar Reads |
| title_sort | fostering a reading culture evidence from qatar reads |
| topic | Reading literacy Qatar Middle East Qatar Foundation |
| url | https://www.tandfonline.com/doi/10.1080/21665095.2022.2050774 |
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