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About us

About Us

Move Books’ vision is to grow and sustain boys’ appetite for reading – to move them to read for the long term.

Our mission is to cultivate a generation of boys who are recreational readers, who will choose their own books and don’t have to be led. We want boys to be compelled and inspired to read on their own because the stories and experiences mean something to them. We want to change the way boys look at reading.

We hope to excite them with adventure, fantasy, mystery, and humor and give them the confidence to read more.  We want boys to become emotionally invested, finding the books they love.

In addition, librarians and teachers now have a trusted source they can use to recommend boy-centered books to students and parents.  Parents and grandparents will have more choices for their sons, grandsons, nephews and youths in their lives.

Focusing on middle-grade books for boys, Move Books hopes to move boys to read for the long term – one reader at a time.

We Believe

Boys DO read when presented with materials that interest them. The key is finding the right book to unlock that potential.

(Reading) offers a way to transcend the often powerless world of children into a fictional word where they can “claim power and  privileges they could never claim in ‘real life’

Thomas Newkirk, 2002 Misreading Masculinity: Boys, Literacy and Popular Culture

It is texts that privilege mystery, suspense, plot and action that boys often find most compelling.

Bronwyn T. Williams, University of Louisville, Department of English

Boys and girls are likely to use literacy in social relationships but their needs and practices may look different.

Maynard, T. (2002). Boys and literacy: Exploring the issues. London

Boys read less fluently due to lack of engagement in the process

UNESCO and the Organization for Economic Cooperation and Development (OECD)

Other researchers have established that various groups of young people employ powerful literacy practices outside school that then go unrecognized, untapped or unvalued in school.

Michael W. Smith and Jeffrey D. Willhelm (2002), Reading don’t fix no Chevy’s: Literacy in the Lives of Young Men

Other researchers have established that various groups of young people employ powerful literacy practices outside school that then go unrecognized, untapped or unvalued in school.

Michael W. Smith and Jeffrey D. Willhelm (2002), Reading don’t fix no Chevy’s: Literacy in the Lives of Young Men

At a surface level it appeared that the girls were really reading, whereas the boys were “goofing off.” Looking a little further, we saw the boys using these texts as a point of connection through which they communicated their interest and expertise to one another. Their communication consisted of exclamations – “Look at that!” – and gestures as they pointed a different parts of the page.

Heather Blair and Kathy Sanford, Morphing Literacy: Boys Reshaping Their Literacy Practices, University of Alberta

They were transforming academic literacies into their own life literacies in order to stimulate their real and imaginary lives that included challenge, risk, excitement and opportunities to win.

Blair and Sanford

Friendships that develop among boys through stories and problem solving are as tight as those that develop through overt verbal expressions of friendship

Newkirk, 2002; Smith & Wilhelm, 2002

Our Team

Sue Dowdell
Sue Dowdell
Assistant Editor
Virginia Pope
Virginia Pope
Book Designer
Joe Sita
Joe Sita
Manufacturing Director
Eileen Robinson
Eileen Robinson
Publisher / Editor
Harold Underdown
Harold Underdown
Editorial Consultant

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