Hoe wordt lezen onderdeel van je schoolidentiteit? #501

Reading only becomes powerful when it is not just a skill, but a recognizable part of the school culture. At Limus College in Vleuten, this is achieved through fixed reading routines, high expectations, and a strong focus on discussions about books with and between students. As a result, all students read multiple titles annually, but at least as important is what happens around that reading: reading aloud, reflecting together on key excerpts, drawing connections with other subjects, and searching for books that suit the student and offer sufficient challenge. Limus College is one of the first inspiration schools in the Netherlands and succeeds in beautifully bridging the gap between science and practice. I discuss this with Karin Bennink. Using various books and excerpts, she explains how the teaching team works with youth literature in the classroom. The conversation shows that reading motivation is not separate from quality. The joy of reading arises when teachers know how to carefully and step-by-step guide students toward more complex stories, other genres, and the recognition of ‘more’ or deeper layers in texts. Literature thus becomes more than just relaxation: it helps students think, argue, reflect, and understand themselves better. It is precisely by starting small—with a relay book, a Book Week, a conversation, or a single well-chosen excerpt—that reading can gradually become an integral part of who a school is. In this podcast, we also reflect on how other secondary schools can take steps regarding reading education! Key points from the podcast: 📚 Reading gains power when it becomes a structural part of the school day, with fixed routines such as read-alouds, relay books, and discussions about what students are reading. 🧭 Reading motivation requires more than just freedom of choice: students also need guidance, social interaction, and appropriate challenges to grow as readers. 🧠 Literature can deepen thinking, for example, when fiction excerpts are linked to climate, debate, argumentation, and critical citizenship. 🌱 Small interventions can have a big impact: one good book, a suitable genre, or a carefully considered conversation can reduce reading anxiety and build confidence. 🏫 Reading becomes part of the school identity when it is not limited to Dutch lessons but becomes connected to projects, other subjects, and shared ambitions. Quotes from the conversation “Our students read four books a year if they follow the VMBO route, five books a year if they follow the HAVO route, and six books a year every year at the VWO level. The very best thing is that our students actually find that quite normal.” “With books, I can live a hundred lives. I can time travel, I can do anything.” “We consider reading motivation important, and at the same time, we say: reading quality comes first.” Timestamps 00:00 – Reading education school identity 01:02 – Reading routines in practice 03:44 – Reading aloud works 04:38 – Class relay book 07:03 – Personal motivation 09:45 – Motivation quality 12:18 – Overcoming reading anxiety 15:14 – Knowing students 16:48 – Confirming core objectives 18:13 – Reading thinking 22:26 – Time investment assessment policy 25:16 – Cross-curricular collaboration 30:53 – Book game activity 32:33 – Reading reflection identity 34:05 – High expectations