Encouraging Young People to Become Lifelong Book Readers: Ten Insights from the Research for Library Professionals

Abstract

This article provides a research-informed practical synthesis for library professionals on how to encourage young people to develop a sustained lifelong relationship with books and reading. Drawing primarily on the author’s extensive body of published research on children’s and adolescents’ reading, school and public libraries, and the social influences shaping reading engagement, it translates research findings into ten practical insights that can support library advocacy, education, service design, and professional practice.   The article first challenges assumptions that books have become irrelevant to young people or that reading is inherently associated with girls, showing that young people of different genders can become enthusiastic recreational readers. It emphasizes that encouragement for reading must continue beyond the early years, as family and school support and access to libraries may decline as students grow older even though opportunities for reading for pleasure remain important. The article also highlights the contribution of reading and libraries to young people’s wellbeing, information literacy, and digital health literacy, particularly through the provision of safe and supportive spaces and opportunities to engage critically with information.   Further insights emphasize the importance of discussing books in the context of pleasure rather than assessment alone and identify parents, teachers, and library professionals as potentially powerful partners in building sustainable reading cultures. Library professionals are encouraged to explicitly teach young people how to select books that match their interests and reading needs and to ensure that library environments remain sufficiently reader-friendly to support concentration and enjoyment. The article also suggests drawing inspiration from popular online reading communities such as BookTok to strengthen readers’ advisory and promote books through approaches that connect with young people’s emotions and interests.   The article concludes by calling for further research on the role of school and public libraries in establishing and sustaining lifelong reading orientation. It encourages library professionals to remain engaged with current research, professional networks, knowledge exchange, and evaluation of reading initiatives, while strengthening partnerships among libraries, schools, families, universities, and government bodies. Libraries are ultimately positioned as essential institutions for reading advocacy and long-term reading engagement.