Mediation and Children's Reading

— Karen Coats, professor of Education, University of Cambridge
This is a wonderfully wide-ranging set of essays exploring how children’s reading experiences have been shaped, across three centuries, by changing pedagogies and understandings of childhood, by social policy and publishers’ strategies, and by the institutions and individuals that provide children’s access to books. Ranging from the eighteenth century to the present, these essays challenge us, in whichever disciplines we work, to develop new methods of understanding children’s reading practices, and always to question our assumptions about how different children read, and what effects their reading can have.
— Matthew Grenby, professor of Eighteenth-Century Studies, Newcastle University