July 5, 2022 • 12 mins
Managing Director, Education, Rebecca Durose-Croft talks to Literacy Consultant Sarah Loader, about reading enjoyment in children post-pandemic.
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Rebecca Durose-Croft (00:01):
Hi, and welcome to Westchester words.
I'm Rebecca Durose Croft contentand services director at west
Chester education services.
We speak a lot about phonics andthe importance of learning to
read and what we as parents cando to support that at home.
So it's important to think aboutreading enjoyment today, perhaps
particularly post pandemic.
Today, I'm talking with literacyconsultants, Sarah Loader, about
(00:24):
what might have changed since wewent into and came out of
lockdown in terms of children'sreading enjoyment.
Thanks for joining me today,Sarah.
Sarah Loader (00:31):
Thanks Rebecca.
Rebecca Durose-Croft (00:32):
So what would you say has changed with
regards to this aspect ofreading?
Sarah Loader (00:36):
I think probably quite a lot has shifted and
that's certainly what theresearch has indicated.
Uh, reading for pleasure hasmoved up the agenda and it's
currently one of the highestpriorities for teachers post
pandemic, which is reallyinteresting in itself.
Rebecca Durose-Croft (00:49):
It is, you're right.
So why do you think that is?
Sarah Loader (00:51):
Well, I think with the pressure everyone was under
at home during lockdown readingfor pleasure was, was just one
of the casualties.
I think, um, that it's somethingthat is actually pushed down the
agenda quite a lot in favor ofskill acquisition.
So things like phonics, as youmentioned, but during the
pandemic specifically, uh, Ithink the combination of
homeschooling and those blurredboundaries between school and
(01:12):
home and the lack of resourcesfor lots of people resulted in a
significant shift away from thisactivity for many children.
I also think that because of theincreased reliance on digital
reading resources, particularlyduring the pandemic and now, um,
we're out the other side, thenotion of reading for pleasure
has become a bit morechallenging.
(01:33):
It's not as yet something thatmany digital libraries have
successfully tackled.
And I think that's what lots ofschools are wrestling with now.
Rebecca Durose-Croft (01:39):
That's interesting, isn't it?
So with that in mind, then howdo we go about instilling a
lifelong love of reading inchildren?
What would you say your headlinetop tips or suggestions in terms
of that?
Sarah Loader (01:49):
Well, I think there are lots of ways that you
can do it actually on a verysimple, basic level.
And it might sound obvious it'sabout making reading enjoyable,
cozy, comfy, snuggling up withyour child on the sofa or in bed
in a den, or just making it feelrelaxed and calm.
Mm-hmm luxuriouseven, or indulgent.
Yeah, we've spoken in the pastabout all the things that books
(02:10):
and reading have to compete withnowadays.
So be prepared to just put a bitof thought into it, make your
child feel special, a bitspoiled to reinforce that this
is a pleasurable activity.
We're not in lockdown now, soperhaps we can allow those
moments to feel more precious.
Again, it's important to helpchildren become more and more
confident and assured aboutreading.
And often that's aboutrereading, which might be a bit
(02:33):
boring for us as parents, butit's great for them.
It reinforces their learning andsignificantly, it really helps
with their confidence givingyour child the power to choose
their own books with noconditions is a really important
element of reading for pleasurebecause not only does that
empower the child, but itrespects and it validates their
reading instincts and it givesyou both the best chance of
(02:54):
enjoying the experience.
If you want to develop it a bit,you can always talk to your
child about why they've chosenspecific books and what they
like about them, so that theybegin to understand their own
reading preferences, which isreally useful.
I think understanding what yourchild likes generally in terms
of reading is really importantand revisiting those favorite
books often, because that justhelps you to create really happy
(03:16):
reading memories and makes theactivity safe and comforting and
pleasant.
Helping children to find friendsin books, so to speak will help
stand them in really good steadas they develop as independent
readers.
Rebecca Durose-Croft (03:29):
And that's such a nice idea, but it's one
thing isn't it to read withchildren to listen to them read
and to read to them.
But how do you go about gettingto really enjoy a book to be
properly engaged and excited byit?
Sarah Loader (03:41):
Yeah, that's a really good question.
And so many of us will have satwith a child reading a book
they're completely disengagedwith it, it's demoralizing to
say the least.
And actually not forcing a bookon a child is a fairly good
place to start if they're notenjoying it.
I mean, not because of the wordreading, not because of their
competence, but because of theirinterest.
(04:02):
I think it's okay to find analternative, obviously you'll
know, as a parent, whetherthey're just procrastinating
from a task, they find difficultor challenging, or whether
they're genuinely disinterestedin the content, but some books,
are dull.
So don't labor on with somethingthat no one is enjoying.
And the second point I'd say isthat it's really useful to talk
(04:23):
about what you're reading,pause, ask questions, actively
try to engage them in thecontent, worry less about flying
through the pages and more aboutwhat children are getting out of
each page.
Rebecca Durose-Croft (04:33):
That's such a good point, isn't it?
Um, on a personal note, as a, asa mom of a four year old, who's
just being introduced to thatworld of phonics, how do you
feel that phonics fits intoreading for pleasure given that
it's the methodology mostchildren are practicing at
school now,?
Does it have a place in thisdiscussion, do you think?
Sarah Loader (04:49):
Yeah, absolutely.
Phonics is about learning theskill of how to decode text,
which is complicated and hard,but those basic word reading
skills are fundamental,completely critical to reading
success.
It is widely accepted as themost effective pedagogy for
learning to read and thequickest, most efficient route
to fluency.
(05:09):
And it's really important totake on board that comprehension
is based on fluency andengagement is based on
comprehension.
So the relationship betweencognition and motivation,
proficiency and engagement is,is tangled and, and really
entrenched.
They're very wrapped up in eachother.
So although it's a bit dry andquite technical, phonics does on
(05:31):
the whole work and supportchildren to become fluent from
where they can start tounderstand what they're reading
and if it's the right content,really engage with it and enjoy
it.
Mm-hmm
Rebecca Durose-Cr (05:40):
.
So would you say that not beingfluent is a barrier for reading
for pleasure then?
Sarah Loader (05:44):
In simple terms?
Yes.
I, I think it is.
There's an expectation ofaccuracy when children read
independently.
So without any support, I thinkit's about 98%.
So being able to accuratelydecode almost every single word
they come across and that belowthat, the level of fluency is
not sufficient for enough,meaning to be made from the
(06:05):
content.
The accuracy expectation drops alittle when children are reading
with guidance with a teacher ora parent, but not by as much as
you'd think.
Um, it's just down to about 95%.
So that gives an idea of howfluent children need to be in
order to understand the materialthey're reading and without
understanding, of course,there's very limited engagement.
(06:25):
And then, you know, very littleenjoyment.
If you've ever experiencedreading in a foreign language,
it's really hard to staymotivated when you're struggling
over every other word, progressis so slow and you miss so much
that it's, it's very hard tokeep a hold of and make sense of
any of the content.
Personally, I find it prettydemotivating and depressing, so
it's worth reminding yourself ofthat feeling when your child is
(06:47):
learning to decode English.
Rebecca Durose-Croft (06:48):
Yeah.
That's such a good point.
It's so easy for us to forgetthat they don't read the way we
read isn't it?
Mm,
Sarah Loader (06:53):
Absolutely.
Rebecca Durose-Croft (06:54):
So what do you think we can do to support
that?
Sarah Loader (06:56):
Well, the fact is that phonics, you know, it does
need to be persevered with andultimately is likely to be
successful, so you are right towant to support it at home.
There's lots of ways you can dothat in terms of helping
children to become familiar withthe sounds, practicing,
blending, learning the trickywords and reading decodable
readers as often as possible.
So they get that exposure.
(07:16):
Um, the element of applying theskills is really important.
So children constantly see thepurpose of phonics and put it
into practice, but I do thinkit's important to keep up other
reading practices alongside thatapproach at home as well.
So, you know, playing games todo with books, reading aloud,
creating cozy, relaxed readingopportunities, so that during
(07:36):
the early stage, when decodingis challenging for children,
they can experience some of themore pleasurable sides to
reading at the same time.
But you know, all in all,there's no getting away from
phonics.
It plays a pretty crucial rolein reading for pleasure.
Rebecca Durose-Croft (07:49):
Okay.
So in your opinion, thendecodable readers can be
pleasurable?
Sarah Loader (07:52):
Well, there is a huge range now, and it's an
evolving area of literacy withmore and more reading schemes,
each producing more and morebooks every year, while once
decodable readers were only infiction.
That's not the case anymore.
Thank goodness.
And there's really high qualitynonfiction as well as poetry
collections and drama andgraphic novels and fairytale re
(08:13):
fairy tale retellings.
So as we've already spoken abouta little bit, let them find the
books that they're gonna get themost pleasure from.
That's a no brainer for a start.
Also, um, and crucially,although learning to decode is
hard.
Once the skills are embedded,it's enormously rewarding.
I've sat with lots of childrenwho are learning to read both
(08:33):
professionally and with my ownchildren and seeing the joy that
they get from being able tomaster a word, Quicken their
reading pace, tackle longunfamiliar words, It's
incredible.
It really does feel like seeinga light switching on in a
child's mind and it just makesanything and everything
accessible and possible forthem.
It's genuinely exciting to see.
(08:55):
I think also it's worth touchinghere on the role of reading
schemes and book banding a bit.
Just in the sense that thatsystem supports the accuracy
guidelines that we, that wementioned earlier.
And it means that no chargeshould be reading a book at the
wrong level, either too easy ortoo hard.
It shouldn't be boring and itshouldn't be demotivating.
(09:16):
It should be exactly whatthey're capable of, stretching
them to the right extent,whatever the content or the
genre have a conversation aboutwhat your child is reading.
That's really important.
The notion doesn't just apply toreally visual, engaging picture
books, any book, you know, anybook that they're bringing home
in their book bag can be madeinteresting by the sort of
(09:37):
questions you ask about it.
Rebecca Durose-Croft (09:39):
Mm-hmm absolutely.
So just on the book bands, thenwhat do parents need to know
about them?
Sarah Loader (09:43):
Well, I think the most important thing is to
understand the structure.
So at key stage one, there arearound 14 levels.
And the idea is that theprogress is really granular and
seamless.
Children should hardly noticethe distinction between each
level, which means that they'reable to constantly increase the
challenge, but ever so slightly.
So it never feels like a bigstep or like, like they're going
(10:04):
backwards in terms of theirfluency.
They're constantly movingforwards.
In terms of decodable books, thesounds and tricky words featured
are tied in with the programused at school.
So they're only reading whatthey've been taught and quite
literally applying those skillsto a, if you like a real reading
experience.
Obviously because the books aredesigned around the phonic
(10:24):
learning, they can feel a bitstiff or unnatural in terms of
the story itself, because in themost part, the phonic
compatibility has to trump thenarrative.
So it's important in terms ofdeveloping a love of reading to
supplement them with other sortsof books.
And of course, recognize thatsometimes those books would need
to be read to children.
Though having said thatactually, if you know what stage
(10:45):
your child is at in their phoniclearning, you can still get them
to practice specific sounds andwords and tricky words as you
come across them in yourreading.
So they get that little bit ofapplication work in within a
story that they might get morepleasure from.
Um, I know from my ownexperience, when my eldest was
starting out with phonics, Iused to get him to read all the
tricky words, which were at hislevel.
(11:07):
So initially that was just the,and he, and she in the books, I
was reading to him because thesejust have to be learnt by sight.
So the more you see them incontext, the better.
But there are lots of littlethings that you can do that all
help with phonic learning whilecreating positive, enjoyable
reading experiences.
So just trying to mix it up,create variety, read different
(11:27):
things in different ways, tryingnot to get too stuck in a rigid
routine that will all keep itinteresting and engaging.
Rebecca Durose-Croft (11:34):
That's such a good point, Sarah.
Okay.
Before we go, last question,then I'd like to revisit that
idea of how digital readingresources impact reading for
pleasure, which we touched on atthe beginning.
Sarah Loader (11:44):
Yes, of course.
I think there was a significantchange in how reading resources
were accessed, shared and usedduring lockdown.
And those trends are unlikely tobe reversed.
So as digital libraries increasein popularity and functionality,
we need to be asking wherereading for pleasure fits in.
If it's on this platform, thenbrilliant, what an exciting
opportunity, the content andfunctionality possibilities are
(12:07):
expansive and reading forpleasure.
Shouldn't be excluded from thedigital experience far from it,
but let's really think about howthat platform can be exploited
to achieve the best experience.
And having said all that, Idon't think we should disregard
the power of the physical book.
One doesn't need to be at theexpense of the other.
We're at a moment in time whenwe could see really exciting
(12:29):
innovation.
So let's embrace it.
Rebecca Durose-Croft (12:30):
I couldn't agree more, Sarah, thank you so
much.
That was a really interestingdiscussion.
Sarah Loader (12:34):
Thank you very much, Rebecca.
Rebecca Durose-Croft (12:36):
For more podcasts from Westchester
education services, just searchWestchester words on Spotify,
apple, or Google podcasts orfinders on our website.
Hi, and welcome to Westchester words.
I'm Rebecca Durose Croft contentand services director at west
Chester education services.
We speak a lot about phonics andthe importance of learning to
read and what we as parents cando to support that at home.
So it's important to think aboutreading enjoyment today, perhaps
particularly post pandemic.
Today, I'm talking with literacyconsultants, Sarah Loader, about
(00:24):
what might have changed since wewent into and came out of
lockdown in terms of children'sreading enjoyment.
Thanks for joining me today,Sarah.
Sarah Loader (00:31):
Thanks Rebecca.
Rebecca Durose-Croft (00:32):
So what would you say has changed with
regards to this aspect ofreading?
Sarah Loader (00:36):
I think probably quite a lot has shifted and
that's certainly what theresearch has indicated.
Uh, reading for pleasure hasmoved up the agenda and it's
currently one of the highestpriorities for teachers post
pandemic, which is reallyinteresting in itself.
Rebecca Durose-Croft (00:49):
It is, you're right.
So why do you think that is?
Sarah Loader (00:51):
Well, I think with the pressure everyone was under
at home during lockdown readingfor pleasure was, was just one
of the casualties.
I think, um, that it's somethingthat is actually pushed down the
agenda quite a lot in favor ofskill acquisition.
So things like phonics, as youmentioned, but during the
pandemic specifically, uh, Ithink the combination of
homeschooling and those blurredboundaries between school and
(01:12):
home and the lack of resourcesfor lots of people resulted in a
significant shift away from thisactivity for many children.
I also think that because of theincreased reliance on digital
reading resources, particularlyduring the pandemic and now, um,
we're out the other side, thenotion of reading for pleasure
has become a bit morechallenging.
(01:33):
It's not as yet something thatmany digital libraries have
successfully tackled.
And I think that's what lots ofschools are wrestling with now.
Rebecca Durose-Croft (01:39):
That's interesting, isn't it?
So with that in mind, then howdo we go about instilling a
lifelong love of reading inchildren?
What would you say your headlinetop tips or suggestions in terms
of that?
Sarah Loader (01:49):
Well, I think there are lots of ways that you
can do it actually on a verysimple, basic level.
And it might sound obvious it'sabout making reading enjoyable,
cozy, comfy, snuggling up withyour child on the sofa or in bed
in a den, or just making it feelrelaxed and calm.
Mm-hmm
Yeah, we've spoken in the pastabout all the things that books
(02:10):
and reading have to compete withnowadays.
So be prepared to just put a bitof thought into it, make your
child feel special, a bitspoiled to reinforce that this
is a pleasurable activity.
We're not in lockdown now, soperhaps we can allow those
moments to feel more precious.
Again, it's important to helpchildren become more and more
confident and assured aboutreading.
And often that's aboutrereading, which might be a bit
(02:33):
boring for us as parents, butit's great for them.
It reinforces their learning andsignificantly, it really helps
with their confidence givingyour child the power to choose
their own books with noconditions is a really important
element of reading for pleasurebecause not only does that
empower the child, but itrespects and it validates their
reading instincts and it givesyou both the best chance of
(02:54):
enjoying the experience.
If you want to develop it a bit,you can always talk to your
child about why they've chosenspecific books and what they
like about them, so that theybegin to understand their own
reading preferences, which isreally useful.
I think understanding what yourchild likes generally in terms
of reading is really importantand revisiting those favorite
books often, because that justhelps you to create really happy
(03:16):
reading memories and makes theactivity safe and comforting and
pleasant.
Helping children to find friendsin books, so to speak will help
stand them in really good steadas they develop as independent
readers.
Rebecca Durose-Croft (03:29):
And that's such a nice idea, but it's one
thing isn't it to read withchildren to listen to them read
and to read to them.
But how do you go about gettingto really enjoy a book to be
properly engaged and excited byit?
Sarah Loader (03:41):
Yeah, that's a really good question.
And so many of us will have satwith a child reading a book
they're completely disengagedwith it, it's demoralizing to
say the least.
And actually not forcing a bookon a child is a fairly good
place to start if they're notenjoying it.
I mean, not because of the wordreading, not because of their
competence, but because of theirinterest.
(04:02):
I think it's okay to find analternative, obviously you'll
know, as a parent, whetherthey're just procrastinating
from a task, they find difficultor challenging, or whether
they're genuinely disinterestedin the content, but some books,
are dull.
So don't labor on with somethingthat no one is enjoying.
And the second point I'd say isthat it's really useful to talk
(04:23):
about what you're reading,pause, ask questions, actively
try to engage them in thecontent, worry less about flying
through the pages and more aboutwhat children are getting out of
each page.
Rebecca Durose-Croft (04:33):
That's such a good point, isn't it?
Um, on a personal note, as a, asa mom of a four year old, who's
just being introduced to thatworld of phonics, how do you
feel that phonics fits intoreading for pleasure given that
it's the methodology mostchildren are practicing at
school now,?
Does it have a place in thisdiscussion, do you think?
Sarah Loader (04:49):
Yeah, absolutely.
Phonics is about learning theskill of how to decode text,
which is complicated and hard,but those basic word reading
skills are fundamental,completely critical to reading
success.
It is widely accepted as themost effective pedagogy for
learning to read and thequickest, most efficient route
to fluency.
(05:09):
And it's really important totake on board that comprehension
is based on fluency andengagement is based on
comprehension.
So the relationship betweencognition and motivation,
proficiency and engagement is,is tangled and, and really
entrenched.
They're very wrapped up in eachother.
So although it's a bit dry andquite technical, phonics does on
(05:31):
the whole work and supportchildren to become fluent from
where they can start tounderstand what they're reading
and if it's the right content,really engage with it and enjoy
it.
Mm-hmm
Rebecca Durose-Cr (05:40):
So would you say that not beingfluent is a barrier for reading
for pleasure then?
Sarah Loader (05:44):
In simple terms?
Yes.
I, I think it is.
There's an expectation ofaccuracy when children read
independently.
So without any support, I thinkit's about 98%.
So being able to accuratelydecode almost every single word
they come across and that belowthat, the level of fluency is
not sufficient for enough,meaning to be made from the
(06:05):
content.
The accuracy expectation drops alittle when children are reading
with guidance with a teacher ora parent, but not by as much as
you'd think.
Um, it's just down to about 95%.
So that gives an idea of howfluent children need to be in
order to understand the materialthey're reading and without
understanding, of course,there's very limited engagement.
(06:25):
And then, you know, very littleenjoyment.
If you've ever experiencedreading in a foreign language,
it's really hard to staymotivated when you're struggling
over every other word, progressis so slow and you miss so much
that it's, it's very hard tokeep a hold of and make sense of
any of the content.
Personally, I find it prettydemotivating and depressing, so
it's worth reminding yourself ofthat feeling when your child is
(06:47):
learning to decode English.
Rebecca Durose-Croft (06:48):
Yeah.
That's such a good point.
It's so easy for us to forgetthat they don't read the way we
read isn't it?
Mm,
Sarah Loader (06:53):
Absolutely.
Rebecca Durose-Croft (06:54):
So what do you think we can do to support
that?
Sarah Loader (06:56):
Well, the fact is that phonics, you know, it does
need to be persevered with andultimately is likely to be
successful, so you are right towant to support it at home.
There's lots of ways you can dothat in terms of helping
children to become familiar withthe sounds, practicing,
blending, learning the trickywords and reading decodable
readers as often as possible.
So they get that exposure.
(07:16):
Um, the element of applying theskills is really important.
So children constantly see thepurpose of phonics and put it
into practice, but I do thinkit's important to keep up other
reading practices alongside thatapproach at home as well.
So, you know, playing games todo with books, reading aloud,
creating cozy, relaxed readingopportunities, so that during
(07:36):
the early stage, when decodingis challenging for children,
they can experience some of themore pleasurable sides to
reading at the same time.
But you know, all in all,there's no getting away from
phonics.
It plays a pretty crucial rolein reading for pleasure.
Rebecca Durose-Croft (07:49):
Okay.
So in your opinion, thendecodable readers can be
pleasurable?
Sarah Loader (07:52):
Well, there is a huge range now, and it's an
evolving area of literacy withmore and more reading schemes,
each producing more and morebooks every year, while once
decodable readers were only infiction.
That's not the case anymore.
Thank goodness.
And there's really high qualitynonfiction as well as poetry
collections and drama andgraphic novels and fairytale re
(08:13):
fairy tale retellings.
So as we've already spoken abouta little bit, let them find the
books that they're gonna get themost pleasure from.
That's a no brainer for a start.
Also, um, and crucially,although learning to decode is
hard.
Once the skills are embedded,it's enormously rewarding.
I've sat with lots of childrenwho are learning to read both
(08:33):
professionally and with my ownchildren and seeing the joy that
they get from being able tomaster a word, Quicken their
reading pace, tackle longunfamiliar words, It's
incredible.
It really does feel like seeinga light switching on in a
child's mind and it just makesanything and everything
accessible and possible forthem.
It's genuinely exciting to see.
(08:55):
I think also it's worth touchinghere on the role of reading
schemes and book banding a bit.
Just in the sense that thatsystem supports the accuracy
guidelines that we, that wementioned earlier.
And it means that no chargeshould be reading a book at the
wrong level, either too easy ortoo hard.
It shouldn't be boring and itshouldn't be demotivating.
(09:16):
It should be exactly whatthey're capable of, stretching
them to the right extent,whatever the content or the
genre have a conversation aboutwhat your child is reading.
That's really important.
The notion doesn't just apply toreally visual, engaging picture
books, any book, you know, anybook that they're bringing home
in their book bag can be madeinteresting by the sort of
(09:37):
questions you ask about it.
Rebecca Durose-Croft (09:39):
Mm-hmm
So just on the book bands, thenwhat do parents need to know
about them?
Sarah Loader (09:43):
Well, I think the most important thing is to
understand the structure.
So at key stage one, there arearound 14 levels.
And the idea is that theprogress is really granular and
seamless.
Children should hardly noticethe distinction between each
level, which means that they'reable to constantly increase the
challenge, but ever so slightly.
So it never feels like a bigstep or like, like they're going
(10:04):
backwards in terms of theirfluency.
They're constantly movingforwards.
In terms of decodable books, thesounds and tricky words featured
are tied in with the programused at school.
So they're only reading whatthey've been taught and quite
literally applying those skillsto a, if you like a real reading
experience.
Obviously because the books aredesigned around the phonic
(10:24):
learning, they can feel a bitstiff or unnatural in terms of
the story itself, because in themost part, the phonic
compatibility has to trump thenarrative.
So it's important in terms ofdeveloping a love of reading to
supplement them with other sortsof books.
And of course, recognize thatsometimes those books would need
to be read to children.
Though having said thatactually, if you know what stage
(10:45):
your child is at in their phoniclearning, you can still get them
to practice specific sounds andwords and tricky words as you
come across them in yourreading.
So they get that little bit ofapplication work in within a
story that they might get morepleasure from.
Um, I know from my ownexperience, when my eldest was
starting out with phonics, Iused to get him to read all the
tricky words, which were at hislevel.
(11:07):
So initially that was just the,and he, and she in the books, I
was reading to him because thesejust have to be learnt by sight.
So the more you see them incontext, the better.
But there are lots of littlethings that you can do that all
help with phonic learning whilecreating positive, enjoyable
reading experiences.
So just trying to mix it up,create variety, read different
(11:27):
things in different ways, tryingnot to get too stuck in a rigid
routine that will all keep itinteresting and engaging.
Rebecca Durose-Croft (11:34):
That's such a good point, Sarah.
Okay.
Before we go, last question,then I'd like to revisit that
idea of how digital readingresources impact reading for
pleasure, which we touched on atthe beginning.
Sarah Loader (11:44):
Yes, of course.
I think there was a significantchange in how reading resources
were accessed, shared and usedduring lockdown.
And those trends are unlikely tobe reversed.
So as digital libraries increasein popularity and functionality,
we need to be asking wherereading for pleasure fits in.
If it's on this platform, thenbrilliant, what an exciting
opportunity, the content andfunctionality possibilities are
(12:07):
expansive and reading forpleasure.
Shouldn't be excluded from thedigital experience far from it,
but let's really think about howthat platform can be exploited
to achieve the best experience.
And having said all that, Idon't think we should disregard
the power of the physical book.
One doesn't need to be at theexpense of the other.
We're at a moment in time whenwe could see really exciting
(12:29):
innovation.
So let's embrace it.
Rebecca Durose-Croft (12:30):
I couldn't agree more, Sarah, thank you so
much.
That was a really interestingdiscussion.
Sarah Loader (12:34):
Thank you very much, Rebecca.
Rebecca Durose-Croft (12:36):
For more podcasts from Westchester
education services, just searchWestchester words on Spotify,
apple, or Google podcasts orfinders on our website.
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