Children's Right to Read Books from the Perspective of Teachers: A Case Study

Authors : Fatma Kırmızı, Firdevs Güneş, Nevin Akkaya, Bilge Bağcı Ayrancı, Ruhan Karadağ Yılmaz, Sabri Sidekli, Yasemin Kuşdemir, İbrahim Halil Yurdakal, Duygu Çağ, Nurgül Ünlücömert, Ezgi İnal

Pages : 325-388

Doi:10.29250/sead.1641994

View : 136 | Download : 105

Publication Date : 2025-07-15

Article Type : Research Paper

Abstract :The right to read refers to every child’s freedom to access a book of their interest, choice, and purpose at any time, as well as the freedom to read or not read the book they access. The aim of this study is to evaluate teachers\\\' views, assessments, and suggestions regarding children\\\'s right to read. A case study design, one of the qualitative research methods, was employed in the study. Using the snowball sampling method, a total of 95 volunteer teachers (n = 80 classroom teachers; n = 15 Turkish language teachers) from 25 different provinces across seven geographical regions of Turkey participated in the research. Data were collected through the “Teacher Interview Form on the Right to Read,” developed by the researchers, and analyzed using descriptive and content analysis techniques. According to the results, teachers’ perceptions of the right to read were categorized under two main themes: “awareness of the right to read” and “suggestions regarding the right to read.” Awareness primarily involved framing the content of this right, the freedom not to read, the right to read any genre, and support for the child’s reading interests. Teachers emphasized the importance of motivation in exercising this right, the influence of families, and the necessity for children to determine their own reading time. Barriers to exercising this right were identified as technological, economic, familial, and educational factors. Teachers suggested that legal regulations and specific measures within the education process could help children fully exercise their right to read. Based on the findings, it is recommended that a societal consensus be established recognizing reading as a fundamental human right. To achieve this, teachers, families, school administrators, experts, and librarians should be informed about the right to read, and encouraging initiatives should be implemented to help children and young people exercise this right.
Keywords : Kitap okuma hakkı, Okuma eğitimi, Durum çalışması, İçerik analizi

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