Sounds like Baudrillard’s theory of ‘doubling’.

We create waste, so we have a job to clear up the waste. Those clearing up the waste also create waste, so we have a job clearing up the waste made by those clearing up the initial waste…

Ad infinitum…!

The summary report can be found here:

readingwise.com/assets/uploa...

By taking these steps, we can ensure that literacy interventions are a source of support and empowerment for all students working to improve their reading.

• Celebrate progress: highlight even small successes, and create a culture of positive reinforcement.

• Create a positive learning environment: try to make sure the physical space where interventions take place is welcoming, comfortable, and conducive to learning.

• Language matters: which words are you using to frame your interventions?Where are these words used?

• Choice and autonomy: Give students a voice in their learning journey. Allow them some choice where possible (books or texts), and where possible provide opportunities for self-directed learning.

When students see an intervention as a privilege, not a punishment, their motivation and engagement can soar.

How can we achieve this shift in perception? Here are some key takeaways from the research:

The Reading More Wisely report with Cambridge University indicates that it is possible to create interventions that students perceive as positive and desirable - even aspirational.

An intervention, however well-intentioned, can inadvertently reinforce feelings of inadequacy and difference. This can create a vicious cycle, where students disengage from learning and fall further behind. And disengagement is one road to poor behaviour, a big issue in our schools.

Often we think that our carefully-chosen interventions are clearly beneficial and that students will somehow understand that. We are delivering to our school or trust's objectives, but are we mindful enough of setting the scene for students who are often acutely aware of the labels and judgements.

The research suggests that students' perceptions of interventions are critical to their success. If a student feels stigmatised by an intervention, they are less likely to engage with it and reap its benefits.

Yes please, Daisy.

For many it’s not ‘almost’, I assure you.

Such a shocking reality.

Thinking about @daisychristo.bsky.social pessimistic piece on fewer Eng Lit A-levels.

Future = fewer experts and therefore - who cares if writing is AI generated? A small minority of ‘experts’?

Great blog.

The arguments put forward for literature in Nussbaum’s ‘Poetic Justice’ - the ‘fiction-making imagination’ a ‘morally crucial ability’ that enriches society as a whole - if correct hint at the loss we share.