Climate for Reading – Part 3: Everyone Should Have the Right to Read a Good Book
Climate for Reading (CFR) is a European cooperation project involving libraries and reading professionals from Norway, Slovenia, Croatia, and Poland. The project aims to develop and share inclusive reading practices that respond to the needs of diverse adult groups — from reluctant male readers and migrants to adult readers with reading difficulties.
Each partner meeting is focused on one specific group of adult (non)readers. After discussing how to engage male non-readers (Poland) and support migrants (Slovenia), the third gathering took place in Norway, where our host was the renowned READ Foundation (formerly Leser søker bok). Their work centers on the idea that reading is a human right and should be made accessible to all.
Why focus on struggling adult readers?
Between 25th to 27th June, we had presentations by different organizations and library institutions in Norway, with a major focus on adult (non)readers that struggle with reading due to developmental, environmental or psychological reasons.
Reading difficulties in adulthood often stem from a combination of cognitive, educational, and social factors. Some individuals were never supported adequately during their school years, others developed difficulties later in life (due to illness, trauma, or neurodivergence). And many never had a positive reading experience to begin with.
The consequences of struggles with reading can be far-reaching: poor reading skills can impact one’s ability to participate in democratic life, access reliable information, communicate effectively, and connect with others.
Methods that work: How Norway supports adult readers who struggle with reading
The READ Foundation (READ) works across sectors — with authors, publishers, libraries, educators, and social services — to promote inclusive reading. Their approaches are grounded in research, empathy, and creative practice. Our presenters were Hanna Bovin Bugge and Hayder Jummah.
Here are some of the key methods they use:
🔹 Universally designed books
Books are designed and written for all readers, and not simply re-written for readers with reading difficulties. These books focus on:
- Short chapters and clear structure.
- Open layout with ragged right margins.
- Wide line spacing and soft-colored paper (e.g. cream instead of white).
- Large, easy-to-read fonts.
- Visuals or illustrations that support the text, even in adult fiction.
- Age-appropriate content that respects the adult reader’s dignity.
🔹 Book search tool: www.boksok.no
An online platform where users (or librarians) can search for books adapted to various reading difficulties, such as dyslexia, ADHD, low level of vocabulary, and second-language reading.
The tool allows filtering by themes, reading level, and layout. It also includes ideas for how to present the books in fun, engaging ways – especially useful in classrooms or reading groups.
🔹 Bilingual books and poetry
Books published in two languages, side-by-side on each page. This supports:
- Second-language learners.
- Emotional connection through the mother tongue.
- Community reading experiences (e.g. poetry readings in Arabic and Norwegian).
One example: a well-known Norwegian children’s book was translated and printed bilingually in Arabic, Somali, Polish, and Ukrainian — and it became a bestseller.
🔹 Shared reading
A librarian reads a short story or poem aloud to a small group and leads a reflective conversation about it. No preparation is needed from participants. The goals are:
- To foster connection through literature.
- To build vocabulary and emotional language.
- To support self-expression through fiction.
This method is widely used in libraries, prisons, care homes, and literacy groups, and was inspired by the UK-based organization The Reader.
🔹 Language cafés
Safe and informal spaces in libraries where migrants and second-language learners can:
- practice conversational skills,
- meet others in the community,
- learn about local culture and social norms.
Participants are welcomed with coffee, tea, and conversation — often led by trained volunteers.
🔹 Reading agents
Volunteers who read aloud to those who cannot read themselves, such as elderly people, people with disabilities, and participants at language cafés or community centers.
This practice extends the reach of reading into social care and reinforces human connection.
🔹 Prison libraries
Every prison in Norway is required to provide library access. The Hamar Prison Library, for example, serves 28–31 inmates with a collection in over 10 languages. Activities include reading circles, shared reading of myths and short stories, and conversations about books, life, and identity.
Many inmates have read their first book while in prison. Thus, the library can become a space for personal growth.
Why does reading matter?
The benefits of reading go beyond literacy. Research presented during the workshop highlights why reading is essential for mental health, empathy, language development, and equality:
- Empathy: Fiction helps readers understand others’ experiences and develop compassion.
- Self-expression: Books provide language for thoughts, emotions, and coping with trauma.
- Social mobility: A love of reading can compensate for lack of books at home.
- Motivation: Reading for pleasure is more effective than reading educational texts when it comes to building skills.
What can libraries do?
Public libraries are perfectly placed to support struggling adult readers. But they must:
- Offer a variety of materials suited to different needs.
- Create comfortable and inviting spaces.
- Promote social reading experiences that are common to different groups of readers, as well as shared reading.
- Collaborate with educators, social workers, and local communities in creating a respectful environment for the reader.
In Lillehammer, the public library has become a model of inclusive practice — offering silent reading groups, reading bingos, and even multilingual bookmarks that link users to curated booklists in their native languages.
A shared European journey
As the Climate for Reading project continues, we are inspired by the Norwegian model and the deeply human message it conveys: reading is for everyone. Our next steps include:
- Adapting shared reading and bilingual poetry sessions in Slovenia.
- Translating resources for librarians and adult educators.
- Disseminating our methods via EPALE, national conferences, and community workshops.
Together, we are building a climate — and culture — where each and every reader is welcome.
This is such an inspiring initiative
This is such an inspiring initiative — and highly relevant beyond the world of libraries. In healthcare education, we face similar challenges when it comes to supporting learners with diverse literacy skills. Many nursing and healthcare trainees are multilingual, may have experienced disrupted schooling, or have had limited access to reading materials.
The Norwegian approach you describe — from universally designed books to shared reading and bilingual resources — could be adapted to help healthcare learners access professional knowledge, patient information, and research more effectively. Just as in the Climate for Reading project, it’s about dignity, accessibility, and human connection.
In the end, reading is not only a gateway to literature, but also to empathy, critical thinking, and professional confidence — qualities that are vital for anyone working in health and care.