A good range of submissions for the Academic Book Award has again been received this year. These include a re-evaluation of the ideas and research of Vygotsky, consideration of the role of story in school leadership, the power of word and the graphics of verse, as well as practical guidance for the teaching of primary literacy and for creating a reading culture in primary and secondary schools. After much debate and critical consideration of all titles, the judging panel selected four books for this year’s shortlist. These make unique contributions to the field. Each covers a different aspect of literacy education. Two focus on literacy education over time – Hodgson and Harris examine changes in English teaching, while Leith presents a reflective account of the way in which literature for children has evolved over time. The other two take a more practical stance, with Wyse and Hacking presenting an approach to literacy teaching and Chin Ee Loh considers the reading lives of teens.
The shortlist was chosen by the UKLA Awards committee. The final panel will be chaired by Gabrielle Cliff-Hodges, Retired Senior Lecturer in Education, University of Cambridge Faculty of Education.
The winner will be announced at the UKLA International Conference June 2025
Shortlist: UKLA Academic Book Award 2025
Chin Ee Loh – The Reading Lives of Teens: Research and Practice, Routledge
John Hodgson, Ann Harris – Literacy and Growth: A Genealogy of English Teaching, Routledge
Sam Leith – The Haunted Wood – A History of Childhood Reading, One World Publications
Dominic Wyse, Charlotte Hacking – The Balancing Act: An evidence-based approach to teaching phonics, reading and writing, Routledge
The Reading Lives of Teens: Research and Practice, Chin Ee Loh (Routledge)
At a time when there are concerns about the impact of social media and digital technology on the reading practices of young people, The Reading Lives of Teens presents a more optimistic picture. Chin Ee Loh provides well-researched accounts of teenage reading experiences from different parts of the world, showing how these have changed in the 21st century. Considering both in- and out-of-school contexts, this edited volume offers overviews of what teens are reading (print and digital), community support for reading and new ways of researching teen reading. Of interest to teachers, education policy-makers and researchers, this volume encourages reflection on current practice and aids understanding of the place of reading in the lives of young people today.
Literacy and Growth: A Genealogy of English Teaching, John Hodgson, Ann Harris (Routledge)
Literacy and Growth is a compelling and distinctive text that delves into the rich history of English teaching. It traces the origins of English Language and Literature instruction back to the 1700s, then moves on to explore how the decades have uniquely influenced the evolution and understanding of the subject. The book highlights the enduring relevance of this history to contemporary education, encouraging readers to reflect on key themes such as language and class, creativity and assessment and critical and cultural literacies. Ultimately, it challenges us to envision a more resilient future for English as a subject, one which is multimodal, built through collaboration, reflection and active engagement.
The Haunted Wood – A History of Childhood Reading, Sam Leith (One World Publications)
This is an amazing account of children’s literature spanning several centuries, from oral story-telling, to becoming a genre in its own right. It gives great insight into the authors, often revealing their own childhood situations which fed into their writing. Sam Leith shows us how the stories we heard as children and had read to us stay with us forever. They are passed on and new ones added from one generation to another.
It offers a depth of insight into the power of children’s literature, while giving historical context and the expectations around childhood of the time. The books and writers discussed have something original or special about them, and we are shown the influence that one writer has on another.
The writing is energetic and amusing. It is a pleasure to read.
The Balancing Act: An evidence-based approach to reaching phonics, reading and writing, Dominic Wyse, Charlotte Hacking (Routledge)
The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading and Writing is a brave and well considered text, that examines the notation that phonics should be the driver of reading instruction, and advocates a more balanced methodology that puts high-quality children’s literature at the heart of advancing reading and writing skills. The book introduces the innovative ‘Double Helix of Reading and Writing’ model, offering an alternative process for educators and policymakers.
Dominic Wyse is Professor of Early Childhood and Primary Education at University College London’s Institute of Education, while Charlotte Hacking is the Director of Learning and Programmes at the Centre for Literacy in Primary Education. Their collaboration demonstrates their shared commitment to improving literacy education through research-driven classroom practice.