A supportive school reading culture is an educative context in which there is availability, opportunity, encouragement and support for reading. Little is known about whether Australian schools actively foster reading cultures that are supportive of reading for pleasure. In their role as reading advocates, teacher librarians may be uniquely situated to provide valuable insights into the factors that enable and constrain the development of a whole school reading culture. Interview data from teacher librarians at 30 Western Australian schools were drawn upon to explore the factors and characteristics that are believed to both enhance and limit school reading cultures. Our research suggests that school leadership may play a crucial role in the development and maintenance of a school reading culture that positions reading as both valuable and pleasurable. More broadly, a school reading culture is supported by numerous additional factors that may be influenced by, but not wholly determined by leadership support.

中文翻译：

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建立学校阅读文化：教师图书馆员对促成因素和限制因素的看法

支持性的学校阅读文化是一种教育环境，在这种环境中，有阅读的可用性、机会、鼓励和支持。很少有人知道澳大利亚学校是否积极培养支持以阅读为乐的阅读文化。作为阅读倡导者，教师图书馆员可能处于独特的位置，可以为促进和限制整个学校阅读文化发展的因素提供有价值的见解。来自 30 所西澳大利亚学校的教师图书馆员的访谈数据被用来探索被认为可以增强和限制学校阅读文化的因素和特征。我们的研究表明，学校领导可能在学校阅读文化的发展和维护中发挥关键作用，这种文化将阅读定位为有价值和愉快的。更广泛地说，学校阅读文化受到许多其他因素的支持，这些因素可能受领导支持的影响，但不完全由领导支持决定。