Leisure reading: a case study of adolescent readers at Letlhabile community library Authors Chrisaldah Tlou Affiliation: Unisa E mail address: ctlou@nwpg.gov.za Snyman, Maritha Affiliation: Unisa snyman.maritha@gmail.com Abstract Literature on the topic of reading habits shows that reading for leisure benefits children and adolescents in numerous ways. It improves their vocabulary and literacy skills, it encourages self-development and provides young adults with entertainment, relaxation and a means to escape (McKool 2007:111). The aim of this study was to investigate the reading habits of adolescents in Letlhabile to determine how they practise and perceive the notion of leisure reading. The study used a mixed-method research approach and collected data from a sample of 290 respondents with the aid of questionnaires and focus group discussions. This research wanted to establish how adolescents in Letlhabile perceive leisure reading, to what extent they participate in reading for leisure and how leisure reading can promoted in the area. The mixed-method approach led to contested findings that a questionnaire alone would not have picked up. The research approach was thus successful but the findings were not sufficient to accommodate all the aims fully, except that respondents are aware of the benefits of leisure reading and that they had good ideas about how leisure reading can be promoted amongst themselves. Key words: leisure reading, adolescents, reading culture, reading habits, rural, South Africa 1 Introduction The reading of South African learners is probably the biggest impediment for growth in South Africa. Without proper reading teaching the last 24 years created a whole generation of young people who cannot read and therefore find it difficult to study, develop their careers or find work. This appalling state of affairs was, amongst others, highlighted the Progress in International Reading Literacy Study (PIRLS) report, conducted in 2006. Forty countries participated in this test and South Africa’s score was the lowest. More than half of the English and Afrikaans speaking learners, and over 80% of African language speakers, did not reach the international benchmark (Howie, Venter & Van Staden 2008). This means that many primary school readers do not have a basic reading proficiency that will enable them to cope with their studies. Research has consequently mainly focused on the primary school environment. A few studies attempted to establish what the reading culture and habits of high school learners or adolescents are. Although research must ideally be converted into actions, even seemingly unimported findings can be used to improve the dire state of reading in South Africa. This article is therefore based on research that wanted to determine what the reading status of adolescents in rural South African community is. Although this is a small case study about the leisure reading habits of learners who frequent one library in their community - their only source of information - interesting findings came to light: some positive and some negative. 2 Leisure reading and adolescents Leisure reading can be defined as reading for pleasure, as opposed to reading for an assignment (Mellon, cited in Hughes-Hassell & Rodge 2007:22). It is “reading done at the reader’s own free will … [and] involves material that reflect the reader’s own choice, at a time and place that suits him/[her]” (Clark & Rumbold 2006:6). Terms like self-selected reading, independent reading, voluntary reading, reading for pleasure are all used to refer to leisure reading (Clark & Rumbold 2006; Krashen & McQuillan 2007; Hughes-Hassell & Rodge 2007; McDougal 2011). It includes silent reading and reading aloud, online reading, reading audio-books, fiction and non-fiction (Moyer 2011:58). In this article, the concept of leisure reading is mainly based on views of Krashen and McQuillan (2007), Hughes-Hassell and Rodge (2007) and McDougal (2011). “Self- selected reading” is influenced by feelings and readers can decide to put the book down when they feel like it and there will be no consequences (Krashen &McQuillan 2007:2). Leisure reading can also include online reading which (Hughes-Hassell & Rodge (2007). In “voluntary independent reading”, the time and places where reading occurs do not matter (McDougal 2011:15). The reader is an active role player in reading for leisure (Ross 2009:174). Readers can make predictions about the author’s intentions, fantasise and guess how the story will unfold. In a study conducted by Ibarra-Guyos (2013:4), the author eloquently describes how, for many, leisure reading is about the magic and escape that a great story can make possible. This is “experience-taking” (Garro 2014:15). Research indicates that reading for leisure benefits children and adolescents in numerous ways. It improves vocabulary and literacy skills, encourages self- development and provides young adults with entertainment, relaxation and a means to escape from reality (McKool 2007:111). Leisure reading is often perceived as a habit that contributes to success in life. This includes academic skills that have an impact on personal development and everyday life (Holden 2004) and is at the heart of self- education and lifelong learning (Tella & Akande 2007:121). The more adolescents read for leisure, the more they become decision makers and problem solvers in their daily lives (Garro 2014:4). Leisure reading uncovers self- identity and self-awareness in adolescents (Howard 2011:48); it is fun and relaxing, allows readers to learn new things and helps readers to cope with decision-making in everyday situations; it is an antidote for boredom and enables self-development (Hughes-Hassell & Rodge (2007:22-23). Strommen and Mates (2004) and Howard (2011) claim that leisure reading helps adolescents on their road towards self- discovery and a better understanding of, and insight into, the people around. This view is based on the notion that readers identify with characters in the books they like to read. A South Africa study by Phasha, McClure and Magano (2012:322) adds additional benefits to leisure reading, namely the facilitation of communication and academic success. Consequently, adolescents who do not enjoy leisure reading, read less and eventually struggle maintain an acceptable reading level (Brozo, Shiel & Topping 2007:307). Reading proficiency increases with the amount of time spent on voluntary reading (American Library Association 2006). 2.1 Leisure reading and reading attitude It is the attitude of an adolescent towards reading material that determines whether an interest in reading for leisure will develop. Reading attitude is associated with “feelings towards [the reading matter]” (McClure 2011:31). If adolescents do not feel positive towards about what they are reading, they will not enjoy the benefits that come with reading. Attitude is earned and not innate (McKenna, Conradie, Lawrence, Jang, & Meyer 2012:284). A positive attitude towards leisure reading material can reinforce reading interest. Mathewson’s (2004:143) reading model suggests that the lack of an intention to read may lead to non-engagement with reading material. The intention to read is influenced by external and internal factors. External motivation rewards children if they read, while internal motivation is associated with an individual child’s feelings about the available reading material. Therefore, the provision of books that is of interest to adolescents can have a lasting effect on their reading attitude (McKenna 1994:31). Reading attitude is also influenced by people in society. McKenna’s model of reading attitude acquisition (1994:31) demonstrates how the formation of reading attitude comprises of elements like social and environmental aspects, beliefs, subject norms, the intention to read, attitude towards reading and the decision to read. Adolescents are influenced by friends, parents, and teachers to read for leisure (Hughes-Hassell & Rodge 2007; Tiemensma 2009:122; Kutay 2014:39). It is here where librarians can play a considerable role to inculcate a culture of reading in communities. 2.2 Leisure reading and technology Reasons for not wanting to read is often attributed to the current generation’s advanced relationship with technology (Beastall 2006:97). The National Endowment for the Arts (NEA) (2007) in the United Kingdom found a 14% decline in daily readers among children who are 13 years old. The source emphatically states that adolescents appear to be involved in other things than reading. They are more interested in texting in extracurricular activities. Substantial evidence in the same vein is presented in a study conducted by 1Hughes-Hassell and Rodge (2007), which indicates that 37% of adolescents rather surf the Internet than read. Yet this view is not shared by all. Rather than decrease leisure reading, technology can enhance it, because adolescents can now select their medium of choice (Hughes- Hassell & Rodge 2007:22). They can read on the internet and on cell phones. Texting and surfing the Internet, computer games are now being associated with reading achievement (Guthrie, Morrison & Klauda 2012:11). Using more than one type of media at the same time proves that adolescents are multi-tasking: “They can read and text at the same time, watch television and access the Internet from their cell phones and they can read whilst listening to the music” (Garro 2014:19). The challenge is to encourage adolescents to maintain a balance between reading study-related material and leisure reading. 2 Context The location of the study on which this article is based, is the Letlhabile community library, situated in the outskirts of Brits in the Madibeng Municipality in the North-West Province of South Africa. Madibeng municipality has established nine libraries apart from the main library in Brits library of which Letlhabile library is one. These ten libraries rely on the municipal budget and support from the Department of Culture, Art and Traditional Affairs (CATA). Letlhabile community library provides services to all residents of Letlhabile and neighbouring villages. This community library houses 14000 items consisting of books, periodicals, maps, pamphlets, government publications, newspapers, magazines and directories. These information sources are selected and purchased according to the needs of the community. Although the library in general meets the community’s requirements in terms of leisure reading, books for leisure reading are not being read by adolescents. Statistics indicate that the borrowing of fiction books in the adolescents’ section of the library fell dramatically in 2001. Another problem is that there is a disparity in the borrowing pattern of books in the mainly black community libraries and the Brits main library in town. In April 2014 only 112 fiction books were issued to children and adolescents in Letlhabile while 3000 fiction books were borrowed by children and adolescents from the Brits main library. The librarian of the Letlhabile community library works actively with the children that visit the library. Throughout their primary school years, she encourages reading through library programmes. She observed that once the children progress to high school they no longer actively participate in library activities and stop reading fiction. Adolescents do use the library more than their adult counterparts, but mainly to complete school projects. They seem to believe that libraries mainly exist for studying to assist with school projects. 3 Aim of the article The aim of this article originates from these observations. The librarian wanted to find out why adolescents stop reading for leisure and how leisure reading can be promoted among the adolescents in Letlhabile. Research was consequently conducted to firstly try and determine the reading behaviour of the adolescents who visit Lethlabile library and secondly to discover how their behaviour can be changed. 4 Finding answers Both quantitative and qualitative data collection methods were used to investigate the leisure reading habits of adolescents that frequent the Lethlabile library. This approach, that is also referred to as the mixed method approach, is useful to discover patterns and to uncover “the best of a set of explanations for understanding” behaviour (Cresswell 2003; Onwuegbuzie & Leech 2004:17; Johnson, Onwuegbuzie & Turner 2007). This approach was used in a case study research design to enable an intensive investigation and detailed description of the reading habits of Lethabile’s adolescents (Gilbert 2008:36; Christensen et al. 2011:374). The research population for this study was adolescents between the ages of 14 to 19 years who use the Letlhabile community library, e.g. learners who visit the library almost six days a week. They have a good understanding of the available information sources in the library which they mainly use for doing school assignments. As quantitative method a questionnaire was designed to collect relevant data from respondents about their leisure reading habits. Twenty closed-ended questions were included in the questionnaire which were sourced and adapted from prior studies that also focused on the leisure reading habits of adolescents, including those of 1Hughes- Hassell and Lutz (2006), Hughes-Hassell and Rodge (2007) and Smith (2009). Open- ended questions were also included in the questionnaire. A pilot study was carried out. Problems that occurred were corrected to ensure the validity of the study. A sample of the research population which consisted of adolescents that frequent the library were selected by sequential mixed method sampling (Onwuegbuzie & Leech 2004). Every ninth person that appeared on the library’s register at the security desk, as well as on the register of daily Public Internet Access (PIA) were selected. In these registers age and gender must be filled in for statistical purposes. This helped to identify the adolescent population of active library users. The total number of the adolescents in the register was 2,618. The total number of respondents included in this sample was 290. Questionnaires were distributed, issued and completed in the library to ensure a fast return rate. The completed questionnaires were collected and kept in a safe place. The qualitative data collection method was a focus group discussion (Kumar 2014). For this a purposive sample was drawn (Powell & Connaway 2004). Adolescents were selected according to the following criteria: those who attended library programmes; were known to the researcher and who had built a relationship with the library staff from their early primary school years. This sample was purposively selected for in- depth knowledge of their own pre-high school leisure reading. Five male and five female adolescents were selected for the focus group discussion. The focus group discussion was considered an important tool in trying to understand how the adolescents “think and feel about issues” related to them (Krueger & Casey 2001; Rabiee 2004:656). An interview schedule containing 20 questions was developed. Questions dealt with issues like reading attitude, leisure reading behaviour and reading motivation. The focus group discussion took place in a semi-circular seating arrangement with the moderator in front and the scribe, who recorded the focus group discussion and made notes, at the back. The session lasted for an hour in a private room of the library. The notes of the scribe and the transcribed recording of the focus group discussion were then analysed. 5 Data analysis The data analysis followed the seven stages for analysing data collected in mixed methods research as suggested by Onwuegbuzie and Leech (2006:492): data reduction, data display, data transformation (when the quantitative/qualitative data are converted into words/numerical codes), data correlation (linking qualitative data with quantitative data, or vice versa), data consolidation (the combination of qualitative and quantitative data to create new variables), data comparisons between qualitative and quantitative data, data integration (integration of qualitative and quantitative data into a single data set). The data analysis of the quantitative data was entered on an Excel spread sheet to reduce the data and this data set was then displayed in table format (See the addendum for the complete set of tables). With regard to qualitative data, the data that were collected at the focus group discussion were read and re-read and patterns and themes were selected to organise the data. The responses in the focus group were numbered to ensure anonymity. Both sets of data were then combined to seek convergence or similarities. Then both data sets were compared and consolidated into a single set of findings, which were correlated and integrated. The themes that emerged from the consolidated data were categorised as reading influences, time spent reading, how leisure time is spent, reading sources, reasons why adolescents read, and types of reading material preferred. From these themes the following main categories were identified: attitude towards reading, reasons for reading, reading choices and sources and reading motivation (See Table 1). 5.1 Demographics of respondents The first two questions of the questionnaire aimed to obtain demographic information about the respondents (Table 2). Fifty-one per cent of the participants were males and 49% females. Most of the respondents who took part in this study were between 16 to 17 years old. Male respondents dominated slightly in all categories and also in the focus group discussion, mainly because two of the females who were invited for the focus group discussion did not turn up. 5.2 Attitude towards reading In this category a few themes were identified that are elements that influenced the respondents’ attitudes towards reading. Hours per day spent on reading Question 3 of the questionnaire was: “How many hours do you spend reading per week?” (See Table 3). At first it seemed as if the respondents do allocate time for leisure reading. It became clear later that the responses are not convincing and probably not true. The issue of how much time is spent on reading was also discussed during the focus group discussion. Responses varied: I don’t read much, like for leisure I read for less than 30 minutes (F8). I read for two hours (F3). I read for three hours (F5). I read for one hour (F10; F4; F7; F6 & F2). Other South African studies do not corroborate these findings. Phasha et al. 2012:322 and McClure 2012:55 found that adolescents in South Africa spent between 0-20 minutes per day reading for leisure. Responses in this study about how much time is spent per day reading, were contradicted by responses to the question about the source of reading material as well as the clear confusion about how leisure reading differs from reading for school. Therefore, no conclusive finding could be obtained, except that all respondents knew that reading is a beneficial activity. Spending leisure time It is safe to infer that among the respondents Internet browsing and spending time on social media are more popular than reading, watching television and even spending time with friends (Table 4). Most males (45.6%) and 24.1% of females preferred the Internet. Female’s respondents showed a higher preference to text friends while male respondents preferred to hang out with friends. A small group indicated that they spend their free time sleeping or listening to music. In this study reading seems to face, more than ever, competition from technology. In the focus group discussion, the perception that more leisure time is spent on “cyberspace and on the Internet” (F3, F5), and on social media (F7), was confirmed. Both the quantitative and qualitative findings indicate that browsing the Internet is the most favoured activity of male and female respondents. This is not surprising, as other studies have proven that the current generation has an advanced relationship with technology from birth (Beastall 2006:97). In the light of these findings, the best option is perhaps to make reading accessible online. Young readers may find it more acceptable to read online than reading a printed book. One respondent in the focus group discussion said: Having free Wi-Fi in the library would allow easy reading through the use of cell phones than to read a book page by page (F8). This suggestion caused friction among the other respondents as some felt that only those who have access to smart phones would benefit from accessing Wi-Fi in the library. This incident exposed the inequality in income and economic status of the group as a reflection of the community. The study suggested that texting and surfing the Internet, computer games and similar activities are a hindrance to read for leisure. Types of readers Most respondents (134 or 46.2%) indicated that they like to read, while 129 (44.4%) claimed that they enjoy reading (Table 5). Only 15 (5.1%) of the respondents do not read and 4.1% do not like to read. The majority of respondents (53,4%) also indicated that they read frequently (Table 6). Here, the possibility that the responses were given to impress the researcher, cannot be ruled out. When comparing the quantitative findings above, the qualitative data provided more candid (and honest?) responses: I don’t read, and I have no interest in reading for leisure (F5) and I read for leisure when I have not too much school work (F3). These responses indicated perhaps that the respondents focus their reading on school work, an important reason for the lack of a reading culture in South Africa. The negative attitude of respondents who declared reading boring will hinder their reading achievements and their own development (McClure 2011:85). They will forfeit the self-identity and self-awareness that come with reading (Howard 2011:48). Reading only for school is a problem that impedes reading for leisure. Being read to when young Almost 50% of the respondents’ parents either rarely or never read to them when they were young. Findings about the lack of extensive literacy practices in families have been documented in other studies (Paratore & Dougherty 2011; Pretorius & Ribbens 2005. Another South African study indicates that a lack of books in African households do not encourage children to become leisure readers (Tiemensma 2009:51; Snyman 2006). Books read per week Nearly half of the respondents, 47.9% claimed that they read more than two books per week, 25.2% indicated that they read two books per week, while 26.9% claimed to read one book per week (Table 8). This contradicts the findings in Table 4.4 where 18.2% of the respondents indicated that they read for leisure only in their leisure time. The numbers in the two tables do not correspond. In the focus group discussion, the responses vary from I read one or two books (F3); At least one book (F10; F1; F2; F7; F8 & F5); Two books (F4) to I read two books but in most cases I don’t finish them (F6). Preferred reading time The quantitative findings indicated that half of the respondents (147) preferred to read at night time, probably because nights are considered as private time (Table 9). In the focus group discussion, the respondents gave two options: I read at night (F6; F 7; F5; F3& F2) and I read after school (F1; F10; F4 & F8). It seems that most of the respondents find night time convenient for leisure reading. 5.3 Why read for leisure? Most of the respondents (31.8%) read because their parents encourage them to read, probably because parents are aware that reading is a necessary skill (Table 10). Twenty-seven percent of both male and female adolescents read for fun, while 18.4% of respondents read because they are bored and 18.9% read because teachers recommend books to them. Only 8.2% are encouraged by librarians. Some respondents added additional variables, e.g. to get more information (45.7%); to learn new things (8.5%); to be educated (34.3%); to develop the brain (2.9); to be able to travel (2.9%); to keep busy (2.9%) and to improve themselves (2.9%) (Table 11). In the focus group discussion, similar reasons for reading were expressed by the respondents: To gain knowledge (F10); Reading encourages me to know more things around the world and exercise the brain cells (F8); It helps me to understand what is happening around the world as a young politician (F6); To gain knowledge and know what is happening around the world (F7). The respondents are definitely aware of the positive contribution of leisure reading in their lives. 5.4 Reading choices and sources An unexpected finding was that 40,9% of male readers read fiction, while only 22.7% of female readers chose fiction (Table 12). This indication that males read more fiction than females, agrees with the findings of Smith (2009:102), but is not corroborated by the research of Hughes-Hassell and Rodge (2007:25), McClure (2011:77) and the South African Book Development Council (2007:12). Fiction is in this study the most popular reading material for both genders (32.1%) and is followed by magazines (30%), non-fiction (20%) and newspapers (18.9%). The fact that 46.1% of the female respondents prefer magazines concurs with the trend described by Strommen and Mates (2004), Hughes-Hassell and Rodge (2007:25), Howard (2011) and McClure (2011:74). The preferred reading material of males is newspapers, which is also consistent with the findings of a study conducted by Kutay (2014:23). In the focus group discussion respondents indicated their preferred reading material as follows: Novels (F10 & F3) science fiction (F6) and story books (F2 & F1); Newspapers and magazines (F8); Political magazines (F7). One of the respondents in the focus group discussion answered the question “What do you like to read?” as follows: I like to read about animals (F1). When asked “Why?” the respondent expressed himself in his mother tongue: “gore keitseketsedifeng tse di lomang”. This means: “So that I know which of the animals are dangerous”. Other responses included I like to read about politics related material (F7); I like to read about inspirational people (F3); I like to read about young people to know the challenges they are facing (F10) enforces the inference that some respondents understand that reading develops knowledge about the world and politics. Unfortunately, it does not seem as if this knowledge has translated into positive reading practices. Finding reading material The quantitative responses to the question “From where do you get your reading material?” foregrounded the library (Table 13). In the focus group discussion, the same sources as those found in the questionnaire were mentioned. It seems as if the library remains the most important source of reading material. In Letlhabile the library is the only source that provides a selection of reading material and supplies a unique service. This finding concurs with those of Anderson et al., cited by Tiemensma (2009:91). Why use the library? To the follow-up question that probed the responses above, a large majority of respondents (67.9%) use the library for study purposes; 19.9% use it to complete school projects, and only 1.7% use the library to borrow books. A bit more than 3% percent of the respondents indicated that their library visits are related to knowledge seeking, while 7.2% of the respondents use the library for internet access (Table 14). These enforce the suspicion that all respondents were not honest with regard to the types of reading materials they prefer. In the focus group discussion, this impression continued. The following responses were provided: To discuss school work with students from other schools (F8); To access the Internet (F3); For information and to study (F7; F4; F2; F5; F1; F10 & F6). Respondents do not engage in leisure reading or borrow books during library visits, even though 40% claimed that they find leisure reading material in the library. The library is nearly solely used for study purposes as Tiemensma (2009:85) also found. Visits to the library Visits to the library vary from 61.1% who visit the library sometimes, 24.8% who visit the library frequently, 11.7% who visit the library rarely and only 2.4% who never visit the library (Table 15). In the focus group, the responses in relation to the frequency of library visits were: I visit the library three times a day (F4); Two times a day (F2); I visit the library every day; (F10); Not always (F3; F6; F7; F8; F9 & F5). Clearly that the respondents value the library and its services. 5.5 Reading motivation The responses of a variety of questions were used to gather information about reading motivation. Who encourages reading? Forty-nine per cent of the respondents indicated that they their parents encourage them to read, 24.1% was encouraged by teachers; 12.1% by friends; 11.7% by brothers or sisters and only (2.4%) by their librarian (Table 16). These results highlight the important role played by significant people to motivate adolescents to become readers. This is supported by studies that found that a positive attitude towards reading is influenced by many people in the society (Strommen & Mates 2004:198-199; Hughes-Hassell & Rodge 2007:23; Early 2011:7; Howard 2011). The fact that the librarian is not really considered a significant person in promoting reading indicates the gap that exists in Lethlabile. In the focus group discussion, the responses were mostly the same: I am encouraged to read by the most successful people around me (F7); Parents (F10; F1; F 2; F6 & F4); Friends (F5 & F8) and Teachers (F10). Here the librarian’s role was not acknowledged. Reading at home Only 16,3% of the respondents; parents read to them frequently (Table 7). The parents of the rest of the respondents read to them sometimes of rarely. The question “How many books do your family own?” was asked because the crucial role of parents in reading promotion is widely acknowledged. More than half (51.7%) replied that their family owned 10 or fewer books. Only 10.3% of the families own 20 to 50 books (Table 17). The lack of books in respondents’ homes will have a negative impact on reading proficiency. The accessibility of books to read is one of the most important factors in creating reading pleasure (Pretorius & Ribbens 2005:144, Snyman 2006). The question was phrased differently in the focus group discussion: “What types of books do you have at home?” The responses included: Story books (F1); History books (F2); Newspapers (F5); Different kinds of books including magazines (F9); Politics-related books and magazines (F7); Influential books (F8); Magazines (F10). Reading material at home does clearly not include fiction. The type of books available at home were referred to as “socially engaged”, “political related” and “influential”. Based on the data presented in Table 18 it seems that reading together as a family is not an activity that is often practised. These families have not developed a habit of reading (Kutay 2014:242). Library visits with parents (Table 19) are a rarity. This points again towards the absence of parents in cultivating their children’s reading habits. All respondents in the focus group discussions confirmed that their parents do not form part of their relationship with the library. Only 12.7% of parents buy books for their children (Table 20). It is not clear if the books referred to are for leisure reading only. The absence of parents in adolescents’ reading habits are corroborated by other South African studies. (Tiemensma 2009:150); McClure (2011:86) and Phasha et al. 2012:324). The focus group discussion confirmed this trend: My parents don’t buy books for me. I get books from school and from the library. (F2; F1; F7 & F10). Friends seem to have taken over the role of parents in influencing a positive reading habit (Kutay 2014:246). Consider this response: I get books from friends (F6; F4; F1; F8 & F5). Findings regarding the role of parents were unfortunately also contradictory. For example, 49.6% of the respondents indicated that they were encouraged by their parents to read, yet only 12.1% indicated that they read together as a family, and 51.7% of the respondents indicated that they had fewer than 10 books at home. This places a question mark after the finding that parents are influencing the reading habits of the respondents in this study and resonates with the finding by Pretorius and Ribbens (2005:144) that the absence of books in homes hinders the reading development of adolescents. 5.6 Reading and gender It is widely believed that the reading attitudes of females towards leisure reading are more positive than those of males (Hughes-Hassell & Rodge 2007:24; Phasha et al. 2012:324). Some responses in this study suggest otherwise. This may be related to the socio-economic context of the study (Pilgreen 2000:1; Torgesen 2002:8; Alexander et al. cited by Wasik et al. 2006:63) or it can be attributed to untruthful answers caused by an inability to understand the questionnaire or an attempt not to disappoint the researcher. 6 Reading promotion The open-ended question in the questionnaire: “Which activities would you like to see happening in the library that would make you read more?” elicited useful and creative responses from 36 respondents. The following ideas were suggested: Include drama; organise fun games; provide more interesting books; organise reading competitions; encourage leisure reading; create reading corners; organise storytelling and poetry events; establish a book club and organise a writing competition These suggestions should be used by the librarian to introduce leisure reading material to adolescents. Since these are the respondents’ own ideas it should encourage them to borrow books for home use. It seems that the adolescents would like to share books with peers and talk about it. In this manner the library can become a popular place of assembly. A book club seems a good place to start. 7 Conclusive comments This research attempted to provide a comprehensive view of how the adolescents in Letlhabile understand and practise leisure reading. The findings of this study indicate that the respondents confused the concept of leisure reading with school related reading. Some of the responses clearly reflect a misunderstanding of the concept leisure reading. The many contradictions in the responses of respondents compromised the findings. These differences were mainly found when comparing the qualitative and quantitative data, as well as comparing responses to related questions in the questionnaire where one response negated the other or did not support the other. This was probably caused by the respondents’ lack of understanding of the terms used and a need to impress. The contradictions found in the results of the qualitative and quantitative data, suggest that the mixed-methods approach has advantages for explorative studies with first- time respondents. Although no conclusive findings were reached, the way forward was highlighted by the combination of the quantitative and qualitative approaches used. The inconsistent results of this study also point to the dearth of a reading culture, especially in the South African rural areas. This is because children in disadvantaged communities are not exposed to literacy practices and suitable reading material in the home environment (Pretorius & Ribbens 2005:146; Mahwasane 2008:116). This can be addressed through outreach programmes to promote reading in those communities. This study draws attention to different perceptions of males and females regarding leisure reading, as well as their attitudes towards leisure reading. The study also highlighted the respondents’ preferred reading material and reasons why they read or don’t read for leisure, and what motivates them to read. The findings of this study inform libraries which route to take in the planning of programmes that can promote the leisure reading habits of adolescents. What can be safely inferred from the research is that the respondents are aware that reading is beneficial to them and that it can broaden their knowledge base. REFERENCES American Library Association (ALA). 2006. AASL position statement on the value of independent reading in the school library media program. [Online] May 2015) http://www.ala.org/aasl/advocacy/resources/statements/ind-reading (23 May 2015). Beastall, L. 2006. 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ADDENDUM 1 Tables Table 1 Themes that emerged from the findings Themes that emerged from consolidated data Main categories Reading influences Attitude toward reading Time spent reading Reasons for reading How leisure time is spent Reading choices and sources Reading sources Reading encouragement Reasons why adolescents read Promotion of leisure reading Preferred reading material Table 2 Age category of respondents Age group Male % Female % 14-15 32 21.4% 51 36.1% 16-17 60 40.2% 55 39.1% 18-19 57 38.4% 35 24.8% TOTAL 149 100% 141 100% Table 3: Hours per day spent on reading by adolescents in Letlhabile Hours spent reading per day N % Two or more hours 121 41.7% Less than an hour 31 10.7% One hour 94 32.4% Other (More than three hours) 44 15.2% TOTAL 290 100% Table 4: How do adolescents in Letlhabile spend their free time? Variables M/F Male % Female % Reading (e.g. books, magazines, newspapers) 53(18.2%) 16 10.7% 37 26.2% Watching television 47(15.8%) 21 14.1% 26 17.7% Browsing the Internet 102(35.2%) 68 45.6% 34 24.1% Using text messages to communicate with friends 41(14.1%) 11 7.4% 30 21.2% Hanging out with friends 38 (13.2%) 28 18.8% 10 7.1% Sleeping 5 (2.1%) 2 1.3% 4 2.8% Listening to music 4 (1.4%) 3 2.1% 1 0.7% TOTAL 290 149 100% 142 100% Table 5: Which statement describes you best? Description N % I am a keen reader and I enjoy reading 129 44.4% I like reading, but I don’t seem to read much in my free time 134 46.4% I have too many things to do to find time for reading 15 5.1% I don’t like reading 12 4.1% TOTAL 290 100% Table 6: How often would you read if you had time? Frequency of reading N % Frequently 155 53.4% Sometimes 83 28.6% Rarely 28 9.6% Never 24 8.4% TOTAL 290 100% Table 7: How often did the parents of adolescents in Letlhabile read to them? How often did your parents read to you? N % Frequently 47 16.3% Sometimes 102 35.1% Rarely 50 17.2% Never 91 31.4% TOTAL 290 100% Table Table 8: Number of books read by adolescents in Letlhabile Number of books read N % One book 78 26.9% Two books 73 25.2% More than two books 139 47.9% None 0 0% TOTAL 290 100% Table 9: When do adolescents in Letlhabile read? When is reading done? N % At night at home 147 50.6% After school in the library 59 20.3% On weekends 18 6.2% During school holidays 21 7.2% When I have spare time 45 15.5% TOTAL 290 100% Table 10 Reasons for reading Variables N % Because my parents encourage me 81 31.8% For fun 58 22.7% Because my librarian encourages me 21 8.2% Because my teacher recommends books to me 48 18.9% Because I am bored and have nothing to do 47 18.4% TOTAL 255 100% Table 11: More reasons why respondents read for leisure Other reasons N % To be educated 12 34.3% To improve myself 1 2.9% To learn new things 3 8.5% Reading keeps me busy 1 2.9% So that I can travel to places 1 2.8% Reading supports the brain 1 2.9% To get more information 16 45.7% TOTAL 35 100% Table.12: Reading choices of adolescents in Letlhabile Reading material Male % Female % M/F Newspapers 31 20.9% 24 17.1% 55 (18.9%) Fiction books 61 40.9% 32 22.6% 90 (32%) Non-fiction books 35 23.5% 20 14.2% 58 (20%) Magazines 22 14.7% 65 46.1% 87 (30%) TOTAL 149 100% 141 100% 290 (100%) Table 13: Sources of reading materials Variables N % The public library 116 40% A bookshop 45 15.5% Friends 30 10.3% Parents 36 12.4% Internet 6 2.2% School 57 19.6% TOTAL 290 100% Table 14: Reasons for library visits Reasons for library visits N % To study 197 67.9% To borrow books 5 1.7% To complete school projects 57 19.6% Other N % To acquire knowledge 10 3.6% To access the Internet 21 7.2% TOTAL 290 100% Table 15: Frequency of library visits Library visits N % Frequently 72 24.8% Sometimes 177 61.1% Rarely 34 11.7% Never 7 2.4% TOTAL 290 100% Table 16 Reading encouragement Variables N % Friends 35 12.1% Parents 144 49.6% Brother or sister 34 11.7% My teacher 70 24.1% Librarian 7 2.4% TOTAL 290 100% Table 17: Books owned by families Number of books owned by families N % More than 50 38 13.1% 20-50 30 10% 10-25 72 25.2% 10 or fewer 150 51.7% TOTAL 290 100% Table 18: How often does your family read together? Variable N % Frequently 35 12.1% Sometimes 141 48.6% Rarely 49 16.9% Never 65 22.4% TOTAL 290 100% Table 19: Library visits with parents Visits to the library with parents N % Frequently 7 2.4% Sometimes 43 14.9% Rarely 24 8.2% Never 216 74.5% TOTAL 290 100% Table 20: How often do your parents buy you books? How often do parents buy you books? N % Frequently 37 12.7% Sometimes 136 46.9% Rarely 51 17.6% Never 66 22.7% TOTAL 290 100%