First, we need to explore what we mean by reading. Peter’s identifies reading as an “umbrella term encompassing a wide variety of human behaviors.”1 The examples that are given range from studiously examining large tomes to rapidly skimming citations, references, or any type of full text that piques our interest.² Reading, therefore, can represent an interaction with text in a variety of formats for a variety of purposes. Taking this further, we can examine what it means to read, the act of reading, and the definition of pleasure by referring to the dictionary. Perhaps this is simplifying matters, but it can be useful. Dictionary.com defines the term read as a verb. In particular, it says that to read is “to look carefully so as to understand the meaning of . . . to utter aloud or render in speech . . . to apprehend the meaning of (signs, characters, etc) otherwise than with the eyes . . . and to apprehend or interpret the meaning of (gestures, movements, signals or the like).”³ This takes into consideration interaction beyond the scope of text but also considers the use of additional sensory skills such as observation and tactile experiences. To read, therefore, provides us with knowledge or the ability to interact with the tangible or intangible and to interpret our experiences into meaning. When examining the definition of reading, Dictionary.com uses phrases such as “the action or practice of someone who reads” and words like “interpretation.”⁴ While we’re all familiar with the term “pleasure,” we can round out the traditional meaning of the term by once again referring to the dictionary. When defining pleasure, we observe words such as “enjoyment,” “satisfaction,” “recreation,” “amusement,” and “diversion.”⁵

Looking back at the scenarios mentioned earlier, we can start to make an argument that readers can no longer be identified solely as those who read fiction and nonfiction books, but need to include those who read magazines, websites, blogs, and video games. Indeed, Penguin is already creating e-books that attract gamers because of their interactive gaming element.⁶ In these e-books, readers can follow the geographic routes that the characters travel and are able to interact with text and the storyline.

Duncan Smith, in his article “Your Brain on Fiction,” determines that the experience of reading fiction is an ecological relationship between the reader and the book. As such, each reader will have a unique response to a book.⁷ If a reader develops a relationship with the text found within a magazine, a video game, or a blog, do we have the ability to disregard that relationship? Simply put, as readers’ advisors, are we the ones that decide what constitutes reading for our patrons, adhering to a strict and traditional definition of reading and reader? Or do we listen with an open mind to our patrons and let them inform us about how they read and what they are reading?

As readers’ advisors, many of us have already encountered the changing needs and interests of our readers. Eager to start their own career as librarians and readers’ advisors, my students have found it challenging to move beyond the practice of recommending books outside of their familiar genres, never mind understanding the increasing challenges readers’ advisors face in an age of new reading styles, preferences and formats.

In “Reinventing Readers’ Advisory,” Duncan Smith provides insight into the readers’ advisory interview that will assist us when navigating these challenges. But first, I want to tell you a story about a recent phone conversation I had with Duncan. He was speaking to my class, and while talking about RA interviews, he was trying to impress on the students the difficulty we have in listening to our readers and the importance of listening. Duncan then asked me what book I was currently reading. I named a book and then launched into a bit of an explanation. When I was done, Duncan said he was simply waiting for me to stop talking so that he could tell me the name of the book he was reading. How many of us are guilty of that? Of not listening but of thinking we already know the answers or next great book suggestion when our readers’ are asking for our assistance?

According to Smith, studies provide evidence that the interaction between readers and staff is more valuable than whether the patron receives the correct or appropriate answer. Indeed, patrons are more likely to return to staff members with whom they had a positive experience, where they were able to share their reading experience(s). Readers’ advisory, therefore, involves a deeper understanding of the “user’s psyche.”⁸ Basing our practices on this premise, we are well positioned to welcome new forms of reading, listening to our readers’ and what reading characteristics they display. Listening to a gamer’s love of rich text within games and the interactive quality found therein provides insight into recommending the new reading features in e-books, focusing on topics beyond that found in video games but with the same appeal factors.

As we acknowledge that pleasure reading includes the interaction with text as well as other senses such as touch, sound, and observation to create experiences in ways not previous considered, we can begin to push the boundaries of traditional reading practices and explore how and what to suggest for nontraditional readers.

One weakness, perhaps, in this period of transition will be the inability to rely on our current RA tools. While appeal terminology will still apply to many of the experiences found outside of the traditional reading experiences, it will have to be expanded to capture additional emotions and interactive qualities. Indeed, appeal will need to address suggestions of nontraditional titles and formats rather than simply books. This will result in a challenging time for all of us, when the reliance upon listening to our readers and valuing their experiences will become increasingly important.

While focussing on the growth of RA services in different formats such as music, film, and audiobooks, Trott indicates that readers’ advisors will be faced with the challenge of applying RA practices and appeals to different formats over the next twenty-five years.⁹ Indeed, this is a reality!

Taking into consideration the thoughts presented previously, we can start to challenge the assumption that reading is on the decline and reading for pleasure continues to decrease. Indeed, if we refer back to Peters’ article, while reading purists may conclude that the rise of e-books, audiobooks, electronic games, and reading online indicates the beginning of the end of true reading, the librarians should delight in the growth of reading and a rebirth of reading that we could never have imagined in previous years.¹⁰ Interestingly, when discussing a recent literacy report in Canada, which indicates that pleasure reading is on the decline in elementary students, a question arose as to what the definition of pleasure reading included, how the questions were posed to the students, how the questions were phrased, and who asked the questions. For my students, the environment and situational factors of how the study was conducted were of extreme interest as they pointed out that, for any age group, how we behave and answer questions is often based on our environment and what we think is the right answer for that situation. Indeed, elementary students who have trouble reading or aren’t sure of the definition of reading (comic books/graphic novels vs. fiction) might, indeed, consider themselves nonreaders, taking no pleasure in reading. How many of our recent studies rely on a purist definition of reading?

In fact, there may be reason to celebrate that reading is on the rise and that pleasure reading is a frequent and enjoyable experience that is increasing. It is only our traditional definitions of reading that need to be expanded to allow us to embrace the change and celebrate the growth of pleasure reading.

While reflecting on my teaching experiences, I have had to challenge my own definitions of reading and pleasure reading. I’ve encountered e-books that no longer reflect traditional reading practices but incorporated video, interviews, and interactive storylines that expanded my experience beyond my imagination. Through my students’ eyes, I have been exposed to a variety of definitions of reading and have come to realize that reading, as most of us define it, is no longer as simple as it once was.

Although it is difficult to create one perfect definition or definitions for the terms read, reading, and pleasure reading, we can certainly begin to understand Peters’ view of reading as “an umbrella term encompassing a wide variety of human behaviors” and that “the boundaries and varieties of reading experiences continue to expand and evolve.”¹¹