Formation of Reading Habits in Azerbaijan: Starting from Schools

In Azerbaijan, the habit of reading is significantly lower compared to other countries. Unfortunately, this is an undeniable fact. However, if we compare literacy rates, we are not ranked low at all. According to statistics, 99% of the population over the age of 15 has the ability to read and write. This figure is higher than in many European countries. In other words, we can read, but we don’t. So how is it that individuals with high literacy rates do not dedicate time to reading to expand their worldview and develop intellectually? This question has a history of 30 years, and it may take another 30 years to reclaim the time we have lost. When this topic is brought up, the youth are often the first to be blamed, followed by the Ministry of Culture as the government body responsible for shaping and managing book policies. The youth, on the other hand, is the group that needs reading the most.

However, it’s also unfair to generalize that "the youth do not read." Because, to some extent, it is the youth who are somewhat closer to books. The issue is that they mostly read in Turkish, Russian, and to some extent in English, rather than in Azerbaijani. Young people who read Turkish literature and statistically common foreign literature translated into Turkish are not inclined to read either Azerbaijani literature or world literature translated into Azerbaijani. Naturally, this is a result of 30 years of accumulated problems, which have severely damaged their trust in Azerbaijani-language literature and severed their connection with Azerbaijani writers. It must be admitted that reading habits are primarily formed in schools. However, the current reality shows that the youth’s reading habits are not developed in schools but later on their own initiative. If these habits were formed in schools, if teachers recommended books to them, and if the younger generation started reading during their school years, they would likely develop an interest in Azerbaijani-language literature as they grew older. At the very least, they could become familiar with classical literature. In 2004, a decree by President Ilham Aliyev resulted in the publication of numerous books in Latin script and their distribution to school libraries. Another issue is the lack of translated literature and the poor quality of existing translations. Recently, competition among publishers has almost eliminated poor-quality translations from the market. Translated works are now a priority not only for a few well-established publishers but also for newly emerging ones engaged in fierce competition.

Yes, young people are drifting away from literature, which means we are late in cultivating the habit of reading. But the future is in our hands. So what should we do, and where should we start? Of course, with schools. And who should do this? Certainly, the institutions under the Ministry of Education and Science responsible for this area. If we do not develop reading habits during school years, future generations will be just like the current ones. After all, the phrase "Books are a source of knowledge" directly reflects the mission of the Ministry of Education and Science. So why distance ourselves from the source of knowledge? Why not develop a concept and implement special projects to promote reading habits?

The Minister of Education and Science, Emin Amrullayev, has repeatedly emphasized the low level of reading comprehension, which is directly linked to weak reading habits. If we look at the PISA 2018 results, it becomes clear that this statement is not baseless:

• The average reading score of Azerbaijani students was 389, significantly lower than the OECD average of 487.
• With this result, Azerbaijan ranked 67th among approximately 79 countries.

These results indicate that Azerbaijani students face difficulties in understanding and analyzing texts.

Having worked as a teacher for many years and being closely familiar with secondary education, I can confidently say that there are many steps the Ministry of Education and Science needs to take to foster reading habits in schools. If we cannot fundamentally change the current situation, the best step is to focus on the future.

Below are a few proposals that, if implemented through this article or by school principals and teachers on their own initiative until a comprehensive concept is developed, could bring benefits:

1. Establishing and Regularly Updating Modern Library Infrastructure
Although 4,500 school libraries are currently operational in Azerbaijan, most of them do not meet modern standards. To keep up with the intellectual heritage of the times, there is always a need for well-stocked school libraries. Schools could create attractive, modern library environments filled with interesting, diverse, and age-appropriate books that meet students' needs. While the Ministry of Education and Science allocates books to school libraries annually, it is not sufficient. Moreover, information on the volume and criteria of book purchases, as well as when they are made, is not available to the public or even to those working in this field. We propose that announcements about book purchases be made in advance, involving and encouraging publishers in this process.

2. Developing School Librarians
Improving school librarians and promoting books are crucial tasks. Unfortunately, school librarians often limit their responsibilities to managing textbooks. However, with proper opportunities and consistent initiatives such as book-related events and projects, incentivizing selected readers and librarians, and recognizing their efforts, a significant revival in students’ reading habits could occur.

3. Creating a List of "100 Must-Read Books for Students"
A unified reading strategy requires a list of "100 Must-Read Books for Students." This list should include both classical and modern works, align with the school curriculum, and reflect the intellectual legacy of the times. Incentive programs could be developed to encourage timely reading of these books. Initiatives like "Book of the Month" and "Reading Hour" could be effective.

4. Establishing Book Clubs
Encouraging book discussions among students in schools by creating book clubs could foster reading habits. These clubs could discuss books, recommend readings, and promote monthly reading on various topics. Systematic book clubs could enhance demand-supply principles in school libraries and contribute to their effective provision.

5. Organizing Reading Competitions and Marathons with Rewards
Schools could organize regular reading competitions and award the most active readers with gifts, certificates, and titles such as "Best Reader of the Month." Additionally, speed-reading and comprehension contests could be held based on books announced at the beginning of the year.

6. Facilitating Digital Book Platforms
Providing schools with access to digital book platforms and introducing students to e-books are also crucial steps. This could integrate the reading process into the digital environment, making it more accessible and engaging. Partnerships with local and foreign audiobook platforms could also be established.