Year 1 teacher, UK

“For me, the best way to inspire children to read begins with enthusiasm. When my Year 1 class sense that I am REALLY excited for our day’s story, they can’t help but be swept along in anticipation. I make sure to take a few moments to explain why I have chosen that particular day’s book. Usually I will say things like “I just couldn’t wait to share this with you all” or “I have a feeling you will absolutely love this one because…” Sometimes, I simply tell them that the story really impressed me – this sends an important message to them all; I am a reader too, and I choose to read outside of school.

“While I enjoy the actual reading of the story and the moments when we pore over the illustrations, noticing crucial details, I equally love the discussion we have after the story. Typically, I will say “Over to you! What are you thinking?” and, over time, the children have become confident to share their responses: “I loved it!”, “It made me laugh!”, “I thought it was a bit weird”… Often, it’s these discussions that help build connections that sustain their motivation to read more.”

Senior Manager Academics, Foundation Public School, Karachi, Pakistan

“One of the best ways we’ve found to get young readers excited is by starting a daily “Reading for Joy” or “Read and Greet” routine in the classroom.

“Each day begins with about 10 minutes when students can pick any book they like—whether it’s a story, a picture book, some informational text, or even poetry. Giving them this choice has really boosted their enthusiasm and made them feel more connected to reading.

“To help those who might be a bit hesitant, we mix in lively read-aloud sessions as part of our “Readathon” programme, along with guided reading groups and phonics strategies. After these sessions, we chat briefly about the books, allowing students to share their thoughts and feelings, which helps them relate to the text on a personal level.

“We also encourage students to recommend books to each other and set up quick classroom reading challenges. This really builds a sense of community around reading.

“Over time, we’ve noticed some real improvements in how our students engage with reading.”

Acting Departmental Head, Northpine Primary School, South Africa

“I have found that when you create learning material about topics that the learners can relate to and have some knowledge about, then they tend to enjoy the reading process much more. Hence, it is imperative for me that I make use of stories that incorporate known public figures that the learners admire or trends that appear on social media so that learners remain interested. As a result, I have noticed that learners are more eager to participate in class discussions and share their own views and opinions.

“When supporting reluctant and confident readers, it is essential to create a positive and low-pressure environment. Learners are encouraged to read interest driven stories and books of their choice. I also tell learners that reading online with the aid of their cell phone or computer is also included as reading time if it is informative and helps them grow as an individual. The learners are encouraged to read magazines and identify language structures in the text.

“In 2024, Northpine Primary School was very proud to receive a mobile trolley library from AVBOB as part of their Road to Literacy Campaign in partnership with ����Vlog Southern Africa. We make a conscious effort to incorporate it into our day when we have Character Days or World Book Days. In other instances, learners have also read over the intercom to the school. We have also given the senior learners the opportunity to read to the junior learners and I am pleased to say that they enjoyed it thoroughly!”

The ‘Goldilocks’ effect’

A key principle underpinning��Readerful is what might be described as the ‘Goldilocks effect’: ensuring that reading material is pitched at just the right level of challenge—not too easy, and not too difficult.

While levelled books are not the only type of reading children should experience, . Books that are too challenging can quickly discourage children, particularly in a world full of competing distractions. On the other hand, texts that offer a manageable stretch can foster a sense of achievement and motivate further reading.

Equally central to developing readers is the idea of identity and belonging. Children need to see themselves reflected in the books they read, as well as having the opportunity to encounter lives and experiences different from their own. We developed��Readerful in response to , working with specialists to ensure that characters and experiences are portrayed authentically and respectfully.

Library Asset Management Specialist

“I’m one of the specialists who run the library in OUP’s ����Vlog office, looking after the Education section.

“While we are a digital-first business, it’s clear that printed books still have a special place. When children visit the library with their parents, their excitement is unmistakable. We’ve welcomed pupils from small village primary schools touring both the museum and library, sometimes their very first school trip. Their enthusiasm is infectious. They begin by eagerly exploring every section, pulling books from the shelves, until, gradually, a calm silence sets in. Inevitably, they gravitate towards the children’s section, settling down with picture books.

“Libraries are vital spaces that connect people with knowledge, inspiration, and each other, and being part of the OUP library means preserving access to our trusted content and helping colleagues make the most of it every day.”

Marketing Manager, ����Vlog Children’s

“Through our wonderful Children’s books, we love working with libraries, and indeed librarians, in lots of ways: from organizing interactive author and illustrator events (often with an outreach focus), to partnering with key organizations like the Youth Libraries Group and School Library Association, where we exhibit at conferences, champion our creators for panel discussions, and more.

“We also collaborate closely with trusted library suppliers to make sure the right supplies find the right library shelves, and with organizations such as to support initiatives like the popular Summer Reading Challenge, where, this year, four ����Vlog Children’s titles were selected, including and . We’re always looking for new ways to celebrate reading through libraries, and most recently, our picture book author Donna David () was the keynote speaker at the Power of Libraries Conference and part of the London Book Fair panel on the role of libraries and bookshops in the National Year of Reading.”

Consortia Manager

“As a Consortia Manager at OUP, I build long-term partnerships with library consortia and work with them to ensure consortia agreements remain workable and sustainable in complex funding and policy environments.”

What were the biggest considerations in balancing pedagogical integrity with flexibility?

We worked extensively to ensure that Song Pals aligns with local educational legislation while still providing the flexibility that teachers need. The��Song Pals stories strand (available with Super Fun Books) have themes relating to social and emotional development through the��Song Pals characters, which is an important area within the Spanish curriculum. We also ensured that each topic includes a wide range of graded resources in multiple formats, with clearly mapped targets and extension language. Many of these materials are even customizable. The goal was to give teachers everything they need in one place, so they don’t have to search for additional resources or spend extra time adapting materials.

We also provide learning situations, assessment material, and a Teacher’s Toolkit with teaching notes and a guide to make the most of the materials.

What was the rationale behind developing three different product formats?

The Pre-Primary market varies in terms of timetables across regions and school types, from one session a week to five, and in methodology, with some teachers requiring more extensive print formats for students and others requiring less so that they can also use their own resources in class. We also detected a need for a resource bank, leading to the creation of the Simple and Super Fun Books and the website-only option.

Standing with authors and fellow publishers

We are proud to support the , which launched on the opening day of the fair.

Nearly 10,000 authors added their names to a book titled Don’t Steal This Book, protesting against mass copyright infringement by tech companies to train AI models. 1,000 copies of the book were published and appeared across publisher stands throughout the fair to raise awareness and visibility.

The initiative delivers a clear message: the UK government must not legalize book theft to benefit AI companies.

We stand with the publishing community in urging the government to reconsider their position of copyright exception. We need to harness the power of AI in a way that supports and sustains the researchers and educators whose work we publish and disseminate—something that can be achieved effectively and fairly through negotiated licensing arrangements.

Joining key discussions and sharing our expertise

John Campbell, Product Strategy Director in our Academic division, joined a session at the Academic Conference confronting the core challenge facing scholarly communication: how to successfully transition to new models in an environment of shrinking library budgets, shifting institutional priorities, and technological change.

John shared some of the key trends and opportunities we’re seeing and responding to as AI impacts content delivery channels and traditional business models, as well as how changing researcher discovery and consumption habits are shaping our strategies.

“It was great to be back at London Book Fair representing OUP for a second year at the Academic & Professional Conference discussing fast-moving change in our industry. The conversation focused on the need for dynamic solutions that meet user need wherever research is happening with scholarly publishing values at the forefront; how we support the role of educational institutions and librarians as��trust enablers; and business models where value and outcomes converge for human or machine. The sessions were well-attended and well-covered, and the conference organizers delivered an insightful programme.”

How children are writing about artificial intelligence

One of the notable shifts in this year’s stories is in how young writers engage with AI, with mentions increasing 50% in the last year. In 2020,��AI appeared mostly in children’s stories in relation to an assistant or robot, and by 2023 it was often associated with a dangerous entity. In 2025, whilst children still express concern, there is an increase in��AI becoming an everyday feature in daily life or an imagine future, with examples of ChatGPT appearing as a character or narrator in stories.

Children also continue to reflect anxieties about screen time.��Doomscrolling appears for the first time in writing, and references to��brain rot, ����Vlog’s 2024 Word of the Year, jumped from one to 210 in the past year.

How gaming is shaping vocabulary

Gaming and social media are influencing children’s word choices. Mentions of��dandy, inspired by the Roblox virtual universe, increased by over seven times, while the viral��six-seven trend appears in stories more than 400 times. References to��tablet increased by 33% in the last year.

Richard Grazier, Sales and Marketing Director at OUP, said: “This 30-year milestone is a celebration of collaboration and progress. We are especially proud that the ����Vlog Test of English is now officially recognized by MOET—a significant achievement that will open new opportunities for teachers and learners across Vietnam. Together, we look forward to shaping the next chapter in English language education.”