According to��the��,��students in��employment work an average of��14 hours per week.��Time to study��must��therefore��be spent��efficiently,��and so��it’s��critical��that students’��learning paths are personalized to their needs so that they can more easily achieve their desired learning goals. ����

This need was in mind last year��when��we launched a brand-new feature on��—our established and much-loved online platform which hosts our legal textbooks—the AI Study Assistant.

Built with students in mind��

The��tool��brings together the power of AI with the authority of��Law Trove’s��trusted, peer-reviewed legal content to help students study more effectively and with greater confidence. Built as an enhancement to the existing��Law Trove��search experience, it enables students to generate��accurate��summaries, authoritative answers, and targeted quizzes that support understanding, revision, and exam preparation.����

Shaped through user testing with lecturers and students, the tool is designed around real teaching and learning needs while upholding��Law Trove’s��core commitment to reliable, high-quality legal education. As��Law Trove��was developed to give students access to the breadth of publishing that has made OUP the UK’s number one provider of legal educational material, it was only natural that we evolved the platform to reflect the rising use of AI in��higher��education to support our changing customer needs.

Everything��entered into��the��AI Study Assistant is anonymous, and because responses are only drawn from our content, we can ensure students are only accessing reliable source material. Students can input a query, and the��assistant will rapidly��provide an answer of up to 350 words, citing content sources within��Law Trove that they can click through to. They can also ask the assistant to formulate a quiz, and it will generate questions on a specific topic to reinforce their understanding, thus aiding study and exam preparation.����

Supporting critical thinking around AI��

Moreover, earlier this year we supported the launch with the inclusion of an AI��literacy��module on��Law Trove. The module is available for all subscribers and covers generative AI fundamentals, academic integrity, critical thinking, and effective prompting. The aim is to��encourage students to apply critical thinking to generative AI content and usage within their course, throughout their education, and into their future careers.��

What students say��

The response from users has been incredibly positive,��with students��stating:��

• “T��� AI��Assistant has been a great help and has made��Law Trove��incredibly more seamless and useful.”��

• “Law Trove��has been a valuable resource to have during my studies especially with the new AI Assistant.”��

Lucy Read

Product Manager for Trove

“We know that students are using AI as a study tool. The AI��Study��Assistant generates responses grounded only in ����VLOG Press’s authoritative and trusted textbooks, meaning students now have��an appropriate way��to develop their AI skills in a suitable environment, supported by our AI literacy module.��I’m��excited that��we’ve��been able to successfully bring this functionality to��Law Trove��users.”��

Learn more about the AI��Study Assistant��on��Law Trove, helping students gain greater confidence in their legal studies .

The post Helping law students to study smarter with AI appeared first on ����VLOG Press.

For children, this is profoundly important as they find their place in the world. Through reading, they build a rich foundation of social and emotional understanding that extends far beyond the pages of a book.

This is a topic that’s increasingly in focus, whether that’s through the initiative for 2026, or the proposed to improve literacy standards—so it’s more important than ever that we understand the benefits of reading, particularly for pleasure.

There��is��already a substantial amount of research around��this, with��the�� finding that children who enjoy reading have higher reading attainment and stronger learning outcomes across all subjects—and children who are good at reading are more likely to report enjoying it.��

How reading��habits��shift across childhood��

To understand the broader impact of reading on everyday life, we must first look at reading habits and frequencies. According to our research, a love of reading is present in young people across age groups, but sadly this declines significantly as they get older.��

“How much do you love reading?”

The enjoyment of reading is uneven across demographics, with older children and boys significantly less engaged.

What children read

Our research shows that, across all genres, reading helps children explore and understand a wide range of emotions.

49%

Funny stories

40%

Adventure stories��

30%

Fantasy stories

Insight from the Oxford ��󾱱�������’s Corpus

Crossing genre boundaries

Texts written for children show that powerful, serious themes are not confined to any one genre. Whether it’s fantasy, mystery, or adventure, authors use storytelling to explore a wide range of complex emotional experiences in ways that resonate with young readers.

Drawing on the OCC, there are multiple references to these situations through the character of Luke Stanton, the 14-year-old protagonist of Starseeker, a young adult novel written by Carnegie Medal winner Tim Bowler, that blends elements of both mystery and fantasy. Luke’s story explores themes of grief and loss of a parent, searching for belonging, peer pressure and bullying, the challenges of growing up, and different types of love.

The below quotes reference feelings of isolation, fear, and anxiety:

“He felt a sudden urge to climb back down the drainpipe and race off into the darkness, away from this place.”

“If he said or did the wrong thing now, Skin would fall on him for sure, and Daz, too, probably. But refusing Skin would mean danger for him and he couldn’t face that right now.”

Putting words to emotions

Reading gives children the words to articulate their emotions. More than four in five (84%) say reading helps them learn new words for feelings and emotions, helping them to build their vocabulary and express themselves.

Meanwhile, 95% of teachers surveyed agreed that reading helps children develop a new vocabulary linked to feelings or emotions.

Insights from the Oxford ��󾱱�������’s Corpus

Anxiety

Anxiety can sometimes be perceived as a modern concern that has only entered the mainstream public discourse in recent years. However, our analysis of the OCC reveals that authors have been exploring it extensively as an emotion since at least the nineteenth century in books read by young people:

“I felt sure that I had been the subject of [my aunt’s] reflections, and��was more than ever anxious to know her intentions towards me. Yet I dared not express my��anxiety, lest it should give her offence. … she occasionally fixed her eyes on me sitting opposite, and said, ‘Mercy upon us!’ which did not by any means relieve my anxiety.”

David Copperfield, Charles Dickens (1849)

“In this last length of journey the men began to show strange emotions. They hurried with nervous fear. Some who had been dark and unfaltering in the grimmest moments now could not conceal an��anxiety that made them frantic.”��

The Red Badge of Courage,��Stephen��Crane��(1895)��

“Huck stood sentry and Tom felt his way into the alley. Then there was a season of waiting anxiety that weighed upon Huck’s spirits like a mountain.”

The Adventures Of Tom Sawyer, Mark Twain (1876)

Kate Nation

Professor of Experimental Psychology, University of Oxford

“Stepping into a story book, we meet characters, witness social interactions, and follow plots that invite us to ponder possibly impossible outcomes. Magical. And for this magic to happen, writers must choose their words with care. ‘Book words’ tend to be more emotionally nuanced and varied than the words we use in conversations. This all makes sense: the face and voice of a speaker can denote varieties of anger with ease, but in writing, we need a range of words to capture the same feeling. For this reason, words like growl, grimace, frown, and scowl feature in children’s books, but less so in child-directed speech. Writers don’t just use ‘said’; instead, we see words like whisper, whimper, screech, howl, holler, whoop, and yell.

“Reading provides opportunities for children to access this nuanced language and from that, construct thoughts, feelings, and beliefs about characters and situations, and perhaps about themselves too.”

Building empathy for others

Emotions displayed in books help children understand others, with 70% saying it helps them to understand why people feel or act the way they do (67% boys, 74% girls).

Teachers agree, with 93% saying that reading helps children to understand different viewpoints and expressions.

“Reading a story about a girl feeling left out at school helped me understand that loneliness is more than just sadness, and it made me more aware of how other people might be feeling inside.”

Boy, 9

 

“I believe that there are certain emotions that I luckily or not luckily experienced that I think that makes me understand how other people may feel and be more empathetic about it, as well as being prepared when I experienced new feelings and experiences.”

Girl, 13

“I read a book about a girl who thought her dad was always angry with her but it turned out he was actually stressed from work and it was the first time I realized adults can get stressed.”

Boy, 12

Imogen Bond

Managing Director, EmpathyLab

“It’s encouraging to see children themselves highlighting the real-world impact of reading. At , we’ve long championed diverse stories as a tool for social and emotional learning, helping young people understand others’ perspectives and developing language for their own emotions and experiences. We believe that through reading, everyone can be seen, valued, and understood.

“This research reinforces what we see in schools working with us across the UK: reading doesn’t just support academic learning, it helps children build relationships, reflect on behaviour, strengthen wellbeing, and develop a sense of belonging. At a time when communities are increasingly divided and more than a million young people in the UK are waiting for or receiving mental health support, giving equal weight to reading for social and emotional development alongside literacy skill is an accessible, sustainable, and hopeful way to create lasting benefits for children and our society.”

From the page to real life

As well as��influencing their��behaviour��and actions more generally, reading can help to navigate big life events or��experiences.��Three-fifths (59%) of children��agree��that what they have read in a book has helped them in a certain situation.����

Highlighting the relevancy of the books they’re reading and how children connect with them, 82% said that stories remind them of things that happen in real life.

“When a girl wasn’t being kind to me, I didn’t tell my teachers. I read a story about little girl who was sad and she spoke to teachers. I spoke to my teachers and we’re friends again.”

Girl, 7

“I read about where someone’s dad had died, my dad isn’t in my life any more do it helped to hear the story and feeling and I spoke about my own too.”

Boy, 8

Dr James Kimani

Africa Representative, Book Aid International

“At , we believe books can help change lives—and for children facing some of the toughest circumstances, that’s never truer. So, we work with partners around the world—including OUP—to send over one million brand-new books a year to places where they’re needed most.

“For children who have been forced to leave their homes in search of safety, books can offer a sense of normality, escapism, and the chance to keep learning wherever they find themselves.

“In 2025, we supplied books to 52 communities sheltering people on the move, supporting more than 57,000 readers in Ethiopia, Greece, Kenya, Lebanon, Somalia, Uganda, and beyond.

“The impact of these books is significant, as shown in the Palorinya Refugee Settlement Scheme in Uganda. Here, both learners and teachers describe the difference these books have made: younger children are recognizing words and building confidence with English; older students are learning to manage emotions and stress, and maintain their mental health and wellbeing; and teachers have witnessed a new enthusiasm for reading.”

“People find comfort in books, in learning things that they never knew and never learnt in school, they provide extra knowledge. There are things that you read and you are able to apply in your life. These books are life-changing.”

Peace, librarian, Dzlaeka Refugee Camp, Malawi

Insights from the Oxford ��󾱱�������’s Corpus

Starting school

Starting a new school is a significant life event that can evoke many different emotions.

Reading about characters in this situation allows children to recognize similar experiences and identify with the characters’ feelings, perhaps reassuring and validating their own response to this transition.

Analysis from the OCC shows that starting a new school is a theme authors return to time and time again when writing for children: there are 266 references to this transition across 176 texts.

A growing disconnect with older readers

While children of all ages can gain emotional insights from a wide range of books and genres, the findings suggest that, as they get older, many need help maintaining their connection with reading.

While 57% of 12-14-year-olds recognize the value of reading, one in four (27% of 12-year-olds; 25% of 13-year-olds; and 29% of 14-year-olds) do not agree that books had helped them navigate situations they have faced. And a further 17% are neutral on the topic. This is despite many major life events and developmental changes taking place during this age range.

“When mum used to read books to me, I did learn a lot from them.”

Girl, 13

“I don’t read books. I like TikTok.”

Girl, 12

Insights from the Oxford ��󾱱�������’s Corpus

Grief

Despite some pupils saying they don’t make the connection between books and their own lives, our analysis of the corpus shows that key life events and situations are explored in both classic and contemporary literature aimed at older children (KS3 and KS4).

Authors do not shy away from strong emotions associated with serious life events when writing for children. For example, the OCC provides evidence that the theme of grief is explored across both classic and contemporary literature, particularly in texts aimed at older children.

“Constant danger had kept his grief at bay but now in this dark, still place it rushed upon him. Before he could stop them, tears were flooding down his face. He felt his body shudder, then Ula’s hand closed round his arm.”

Apocalypse, Tim Bowler (2012)

“Possibly he had spoken to nobody on the coach, but buried his grief in his own heart.”

The Mayor of Casterbridge, Thomas Hardy (1886)

• deep grief
• the weight��of grief
• the��grief in his��voice

• her face shadowed with grief
• driven mad with grief
• consumed with grief

The role of teachers in bringing stories to life

The role that teachers play in fostering a love of reading cannot be underestimated. They are uniquely placed to inspire children about reading, and witness first-hand the impact reading can have beyond the page.

In many classrooms across the UK, reading in classrooms is not just encouraged but actively embedded, with 87% of teachers reading with their pupils more than once a week.

Teachers are more likely to see��directly��how reading��helps��children deal with��the different experiences and situations they face.��Nearly��nine��in ten (87%) teachers believe that reading has helped��children��in some capacity to deal with challenging situations,��with more than a third��(37%) who��saying it helps��“a great deal”.

Conclusion

Our research shows a nuanced and optimistic picture when it comes to young people’s reflections on reading.

It suggests that many children connect deeply with what they read, helping them to self-reflect and put the lessons they learn into practice in their everyday lives.

Beyond being able to learn about and recognize emotions, young people are taking the understanding and insight provided by books, and responding in more thoughtful, considered ways to real-life situations.��

Elizabeth Munn

Managing Director of OUP’s Education division

“At OUP, we believe that stories can inspire children to ask questions, expand their imaginations, and see their place within a much bigger global story.

“This research shows how deeply many children engage with books and the important role reading plays in helping them make sense of the world around them. It’s encouraging to see how children are not only developing understanding through reading, but actively applying the lessons they find in books to everyday life. The findings reinforce the real-world impact of reading on how children think, feel, and act towards others, which is why it’s so important that every young person has access to stories that truly speak to them and support their growth.”

David Hayman

Campaign Director for National Year of Reading

“The National Year of Reading is all about helping more people discover the joy of reading and the many ways it can enrich our lives. This research shows that books and reading don’t just build literacy; they help children understand others, navigate everyday experiences, and develop the empathy and confidence they need to thrive in all parts of life.”

Our commitment at OUP

We work with our global community of teachers, parents, and schools to unlock the potential in every learner, wherever they are in the world.

As part of our commitment to literacy, we create books and resources that help to inspire a lifelong love of reading, and support young people to reap the benefits that reading can offer beyond the pages of a book.

And we know that the benefits of reading extend beyond academic achievement—it connects us to new worlds, ideas, cultures, and perhaps most significantly, to each other.

Anxiety

I Could be Eaten by a Shark

Written by Marcela Ferreira

Illustrated by Mark Chambers

 

Being yourself

Marigold is a Chicken

by Alex Latimer

Body confidence

Everybody Has a Body

by Jon Burgerman

New home/migration

Sunny and the Birds

Written by Wendy Meddour

Illustrated by Nabila Adani

Kindness

Gordon the Meanest Goose on Earth

by Alex Latimer

Starting school

Wiska Wildflower: The New School

by Harriet Muncaster

Empathy

Phoenix Brothers

by Sita Brahmachari

Grief

My Sister Lives on the Mantelpiece

by Annabel Pitcher

Finally, we are committed to understanding how children use language and how their reading, spoken word, and writing evolve over time.

Key to this is the Oxford Children’s Corpus, which enables us to track developments in children’s language, identify emerging vocabulary, and gain valuable insight into how young people communicate.

Through ongoing research campaigns such as , analysis of children’s writing through , and our work on , we continue to build a deeper understanding of the language and experiences that shape young people’s lives.

This research helps inform our publishing and the resources we provide, ensuring that we remain responsive to the changing needs of children and their literacy development.

Methodology

The Oxford Children’s Language Corpus is the largest living database of children’s reading and writing in English in the world, containing over 500 million words. Divided into two corpora, the Writing Corpus and the Reading Corpus, we have an unparalleled insight into how young people learn and express themselves through language.��

In the Reading Corpus, we document real words written for real children. It contains over 60 million words of texts written for children, including examples of 19th��century children’s fiction, 20th century children’s fiction, OUP ��󾱱�������’s publishing, non-fiction books, and internet material for children. Analysis of the Reading Corpus enables us to understand learning at every stage, identifying the language that children are exposed to as they grow.��

References

Dong, Y., & Nation, K. (2025).
Charting the frequency and diversity of emotion words in children’s language: Written language matters.
First Language, 45(4).
doi:10.1177/01427237251339788��

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Caroline Derby, Head of Reading & Languages in our Education division, explores the often overlooked challenge: how do we keep children reading, once they’ve learned how to read?

Teaching young children can sometimes feel like working through a checklist of milestones. But as any parent or teacher can tell you, reaching these milestones is only the beginning.

Developing lifelong readers requires more than mastering the mechanics of decoding words on a page. Comprehension, fluency, and background knowledge are all areas which need to be nurtured over time. Equally important are the less tangible elements of reading development, including confidence, motivation, and a sense of identity as a reader. These factors continue to evolve throughout childhood and beyond.

Teachers frequently highlight the transition from as a particularly challenging stage. At this point, children are expected to move beyond basic skills and begin engaging with texts more independently and meaningfully. Without the right support, some children can lose confidence or disengage from reading altogether. Sustained support during this phase is crucial in helping children build both the skills and the enthusiasm needed to continue their reading journey.

Programmes such as�� are designed to support this transition, combining structured progression with engaging texts that help children move from learning to read towards reading with confidence and independence.

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.

Reading together

Modelling fluent reading is a key part of helping children developing fluency for themselves, and for creating moments of connection, turning reading into a shared experience that children associate with warmth, interest, and enjoyment. One distinctive feature of��Readerful is the , which are made to bring children and adults together. They are full of fun and humour, easy to pick up and enjoy, but still have plenty to talk about and discuss together.

Above all, reading should never feel like a chore. Children are naturally curious and often delight in humour, imagination, and discovery. A broad range of topics and genres helps ensure there is something to capture every interest.

Supporting children to discover what to read next is equally important to encourage ongoing reading. Thoughtful signposting, linked by topic or genre, can help children build their own reading pathways based on their developing interests, giving them a sense of ownership over their reading journey. In tune with the , we help children find what they are passionate about and use reading as a way to deepen and enrich their experience.

Keeping up the momentum

To ensure that reading momentum continues beyond the National Year of Reading, we need to embed reading for pleasure into everyday life: making it a sustained cultural priority in schools, homes, and communities, rather than a time-limited initiative.

Approaches that combine strong foundations in reading with opportunities for choices and enjoyment, such as��Readerful, can help children develop not just the skills to read, but also the confidence and curiosity to choose reading independently. In the long term, we hope it helps children to see themselves as readers with their own interests and identities, who return to reading because it enriches their lives.��

You can find out more about Readerful .

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To celebrate Libraries Week, we’re spotlighting OUP colleagues who help support and champion libraries through their work. Taking inspiration from this year’s theme, Libraries Change Lives through literacy and reading, we want to recognize the many libraries we work with around the world, and the role they play in connecting people with stories, knowledge, and community – particularly pertinent during the National Year of Reading. Here are some of the roles across our organisation that support Libraries.

Michael Spurling

Library Asset Management Specialist

“I’m one of the specialists who run the library in OUP’s Oxford 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.”

Kathi Fountain

Head of Business Development, Institutional Sales, Americas

“I joined OUP’s Academics Sales team in 2017 after nearly 20 years working as a librarian. Libraries and publishers really are aligned in their objectives to share knowledge and enable the creation of new knowledge—we are simply approaching these from different perspectives. For my part, I have relished the opportunity to better understand the inner workings of publishing. It has enabled me to serve as a translator between librarians and the Press.

“As part of this work, I have coordinated librarian feedback, and presented alongside librarians, including at a Choice webinar, all to further our mission.”

Anna Shannon

Marketing Manager, Oxford 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 Oxford 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.”

Julia Mielish

Discovery Manager

“As the Discovery Manager for OUP, I have the unique ability to apply my experiences as a librarian to��ensure��that we provide exceptional service and support for libraries that��acquire��OUP content. Working with the Discovery Working Group and our mutual library discovery partners, we prioritized setting up a NISO standard for KBART Automation, a service which streamlines and automates tracking of OUP content in library catalogs. This service is updated monthly with little interaction or ongoing maintenance, thanks to an API linking OUP to our discovery partners. In addition, libraries can��purchase��title-by-title content more freely without having to manage collections and activate specific titles within large collections. Librarians report being excited��for��the new offering and that it saves hours of manual work for their library staff.����

“We are the first university press to automate KBART delivery, and work like this cannot be successful without strong collaboration across OUP that ensures that our metadata is accurate and can be delivered in a securely ensuring trustable data for our libraries.”

Kate Dennis

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.”

Molly Hansen

Marketing Manager

“I’ve always been a massive fan of libraries and librarians and am so grateful that my work at OUP intersects with them. Three years ago I completed a Master of Library and Information Science (MLIS) degree at the University of North Carolina at Greensboro which gave me key insights into the ever-evolving world of libraries, archives, and more.����

“My role at OUP recently expanded to include work on Library Community Initiatives which includes collaboration with librarians on conference sessions, webinars, and other content exploring changes in the industry and the evolving needs of library professionals.��I’m��thrilled to be stepping into this work and look forward to working with librarians around the world.”��

The post Libraries Week appeared first on ����VLOG Press.

Publishing plays a key role in educating future generations on social and environmental issues, promoting critical thinking, and increasing the impact of research.

At ����VLOG Press, we publish for all ages, from children to adults, helping to build climate literacy and strengthen education at every stage of learning. Many of the titles and content we publish address some of the world’s most pressing sustainable development challenges, as well as inspire action.

As a signatory to the , we actively promote and acquire content that advocates for themes represented by the SDGs, such as equality, sustainability, justice, and safeguarding and strengthening the environment.

This , hear from some of our colleagues about how we’re supporting climate literacy and education in our publishing.

Alexandra Kanovsky

Acquisitions Editor

“Oxford Intersections, an interdisciplinary resource aimed at addressing key global challenges, is proud to present several upcoming climate-focused topics including��,��,��, and��.

“T������ Intersections will publish timely and critical research from across humanities and social sciences disciplines to explore complex global issues, including how humanity and nature adapt and respond to climate change and other societally induced environmental challenges.

”An interdisciplinary approach to commissioning allows Oxford Intersections to explore concerns from a litany of perspectives, both throughout history and with a forward focus, such as in the sections “New Frontiers” (Environmental Change and Human Experience), “Waste Futures” (Cultures of Waste), and “Narratives of the Future” (Climate Adaptation). These topics will provide an important outlet for researchers and practitioner experts to share their scholarship in concert, creating a kaleidoscopic resource of interlinked material that will be of interest to a variety of audiences.”

Maxine Spence

Senior Product Manager,

“Our goal was simple, but ambitious: to introduce sustainability��to young readers��through engaging storytelling, rich non-fiction, and��age‑appropriate concepts.��What makes this��series unique is��the alignment��of��its��42��carefully levelled books��with the��.��All the books are��dedicated to helping children understand and care about their world.

”At OUP, we have decades of experience��creating levelled readers that build reading confidence. With��Green Sparks, we wanted to harness that��expertise��to��address��one of the biggest themes in education today: sustainability.”

Read more from Maxine

Lou John

Head of Children’s and Primary IP

“T��� opens the door to big ideas for readers who are just beginning to explore the world around them. Each book distils complex topics into clear, engaging explanations that spark curiosity, helping young people build confidence as independent thinkers.

” VSI is a particularly important example: it gives children the tools to understand not only what climate change is, but why it matters, and how their choices can shape a more sustainable future. Our hope is that climate literacy empowers young readers to feel informed rather than anxious, and to see themselves as part of a global story of care and responsibility. Across the series, that’s our aim—to nurture curiosity, inspire questions, and make knowledge feel accessible to every young mind.”

Matt Davidson

Head of International Primary and Curriculum

“At every stage of creating the , we’ve had to ask how learning can encourage active exploration and inspire learners to see how they can contribute to solutions—large and small—that make our planet more sustainable. This is an international curriculum, and we’ve ensured place-based learning, which engages students in their community—including their physical environment, local history, people, or culture.”

Read more from Matt

Alicia Smith and Fiona Simmons

Portfolio Product Manager��and��Managing Editor

“T��� central message of�� is that the young learners of today are the changemakers of tomorrow.

“By employing a concept-based inquiry methodology in conjunction with English language learning methodologies, we aim to develop students’ metacognitive skills to better understand the world around them. When students can see how conceptual ideas are transferable across different situations, they are better equipped to think critically and approach the challenges we all face in the context of how to deal with a rapidly changing climate.

”Students using��Blue Dot will explore a rich variety of content that is aligned to concepts such as sustainability, energy, and cooperation. Through this, they will discuss and debate the challenges and potential solutions to some of our biggest environmental issues both today and in the future. We hope students using Blue Dot feel as inspired using it as we felt making it.”

Our book recommendations for Earth Day

The Wild

by Yuval Zommer

Stella and the Seagull

by Georgina Stevens and Izzy Burton

Who Ate All the Bugs?

by Matty Long

Into The Wild

by Thomas Docherty

Maya’s Walk

by Moira Butterfield and Kim Geyer

Marv and the Killer Plants

by Alex Falase-Koya and Paula Bowles

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Last week, we attended the London Book Fair to celebrate the vital role that publishing plays in our society, emphasize our support for authors, and come together with fellow publishers to mark the National Year of Reading.

London Book Fair is an international trade fair that brings together the publishing community in one place, providing the opportunity for us to connect with contributors and partners, share our insights as a leading voice in the industry, and celebrate the power of publishing.

During the three days of the fair, colleagues from across OUP met with customers and partners from around the world, exploring new opportunities and strengthening relationships during wide-ranging discussions.

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.

 

Moving knowledge and learning forward with our communities

Across the three days of the fair, our exhibition stand was a hive of activity and showcased the breadth and depth of our publishing across academic, research, education, English language teaching, and assessment. Colleagues across OUP—from Sales, Marketing, Rights, Translation, and Editorial teams—hosted hundreds of meetings with contributors and potential partners, many of whom had travelled from abroad to experience the fair.

Jurgen Verhaegen, Director – Core Markets in our English Language Teaching division, shared his takeaway from the fair:

“It was great to reconnect with several of our key existing partners, strengthening our ongoing collaborations and aligning on priorities for the coming year. The level of interest and the quality of conversations were encouraging.”

We presented a selection of exciting new Oxford ��󾱱�������’s titles to a room of independent booksellers, including a range of picture books and two exciting new fiction titles: Gordon Saves the Day by Alex Latimer and The Diary of Wiska Wildflower: The Crystal Cave by Harriet Muncaster. We also unveiled the first books in our new , publishing in May and inspired by the Sky Kids TV show.

Eleonora Cavalli, Key Account Manager in our Education division, reflected on the presentation: “It is always quite energizing to be in a room full of booksellers ready to champion reading and excited to know what is publishing next!”

Celebrating the National Year of Reading

London Book Fair was also a major opportunity to come together with the publishing community to discuss and celebrate the in the UK.

Donna David, author of , joined a panel discussion on the Main Stage on Championing books locally: The role of libraries and bookshops in the National Year of Reading. The panel explored how libraries and bookshops help to inspire a lifelong love of reading among children within local communities. At a time when screens and digital distractions increasingly compete for attention, the panel emphasized the importance of reading for pleasure in building empathy, confidence, language skills, and imagination.

Grace Carruthers, Senior News and PR Manager, joined booksellers, publishers, and reading-focused organizations and charities for a celebratory reception, marking a key moment in the National Year of Reading. It was a great opportunity to connect with partners and reaffirm our shared commitment to encouraging reading across all communities.

“It was amazing to hear the organizers reflect on everything that the National Year of Reading has already achieved in just three months and get a glimpse of the exciting milestones that are yet to come.����

As a proud partner of the campaign, OUP has some fantastic plans lined up to champion the power of reading throughout the year. I left the reception feeling more inspired than ever to shine a light on all the wonderful work we already do in this area and keep amplifying why reading matters so much!”

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.”

Karen Sambrook, Senior HR Business Partner, joined a session organized by the aimed at sharing advice for those looking to move roles or at the start of their careers. In addition to her own experience, Karen shared what an employer like OUP can offer for early-career applicants to succeed and thrive.

We thank our colleagues, partners, and customers who travelled to join us for another productive and energizing London Book Fair, with so many important discussions taking place across the three days. We look forward to our continuing work together and next year’s fair.

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This week, Oxford Children’s published exploring how young writers across the UK are using language, drawing on thousands of stories submitted to the BBC 500 Words competition. Released ahead of World Book Day and during the UK’s National Year of Reading, the findings reveal that, despite technology’s expanding role, libraries, printed books, and traditional stories continue to spark children’s imaginations.����

For over ten years, Oxford ��󾱱�������’s has partnered with to analyse children’s writing and understand how their language��and��interests��evolve. Each story��submitted��contributes to the Oxford ��󾱱�������’s Corpus, one of the world’s largest databases of children’s written English.��This year’s findings respond to ongoing conversations about children’s reading habits, digital engagement, and the future of literacy, providing a snapshot of the changing ways young people express themselves.��

Our latest analysis examines more than 46,500 stories written by UK children aged 5-11.����Lexicographers, researchers, and editors from OUP explored emerging vocabulary, cultural references, and thematic trends to understand how children interpret the world around them.����

Andrea Quincey

Director of Early Years and Primary Publishing

“It’s been fascinating to analyse the brilliant stories children have submitted over the decade and track the creative ways they are using language.”

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, Oxford’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.

Libraries continue to inspire young writers

Despite the rise of technology, children’s fascination with libraries��remains��strong.��Over the��past decade,��mentions of��library��in children’s writing��have��more than doubled, while��mentions��of��librarian��increased by over 80%.����

Since 2015, references to��book��have risen��25%,��comic��16%, and��novel 15% in the last year. Most��of��these refer��to��printed books, with��digital formats mentioned��far less—mentions of��kindle��dropped more than 70% over the decade. Traditional stories continued to capture children’s imagination with��Cinderella��and Snow White in the top ten fictional characters children wrote about.��

Sarah Mears, Programmes Director at Libraries Connected, said:��“We are so excited to know that children are increasingly mentioning libraries and librarians in their 500 Words stories. Reading sparks children’s creativity and nurtures their empathy, both crucial life skills.”����

Celebrating the finalists

The winners of BBC 500 Words will be announced in a special programme with The One Show (BBC One, 7pm GMT) on Friday 6 March 2026, with further broadcasts on CBBC and BBC iPlayer across the weekend. Stories from the 50 finalists will also be available on the , and we have published the BBC 500 Words Winner’s Book, featuring the six winning stories illustrated by OUP’s own artists.

At this year’s grand final at Windsor Castle, six OUP illustrators—Korky Paul, Harriet Muncaster, Paula Bowles, Rochelle Falconer, Ken Wilson-Max, and Leigh Hodgkinson—joined us to celebrate young writers from across the UK at a reception hosted by Her Majesty The Queen.

You can find out more about the research and read the full report .

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On Saturday 14 February, we marked a major milestone in truly enchanting style with Isadora Moon Day 2026, a nationwide celebration of 10 magical years of Harriet Muncaster’s much-loved half vampire, half fairy heroine.

In this , the celebration also offered a wonderful opportunity to champion reading for pleasure in all its forms. We’re proud to encourage children to read in whatever format excites them most, helping them discover stories that spark imagination and create lasting connections.

Reading can have a transformative impact on young people’s development and wellbeing: it opens minds to new ideas, cultures, and perspectives, and provides joy, motivation, and comfort, especially in uncertain times.

At OUP, we strive to create content for all levels and abilities that encourages reflection and helps every reader feel inspired by what they’re discovering. , with her charm, humour, and heartfelt adventures, continues to do exactly that.

 

The highlight of the celebratory weekend was our birthday event with Kibworth Books at the Sue Townsend Theatre in Leicester.

The 250-capacity event featured a read-along and draw-along with author Harriet Muncaster, audience interaction, and birthday-themed fun, followed by a signing session both at the theatre and later at Kibworth Bookshop.

The event is supported by a wider programme of appearances by Harriet Muncaster over the next few weeks, including the Stepping into Stories Festival with Paper Cat Bookshop in London, a virtual multi-school event with Read Holmfirth Bookshop, and an upcoming appearance at the in Reading on 14 March.

At the heart of the celebration was the publication of the , a beautiful hardback reedition of the first Isadora Moon book, published in 2016. With sprayed edges, a foil cover, bonus activities, and an exclusive new Pink Rabbit short story, the edition is a standout moment in our anniversary programme.

Isadora Moon Day was only the beginning, with many more moments to come throughout the year that will celebrate the 10th anniversary. With its joyful blend of reading, creativity, and celebration, Isadora Moon Day made for a perfect start to this National Year of Reading and an enchanting beginning to a landmark year for the much-loved series.

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This Saturday (24 January) marks UNESCO International Day of Education, a day that celebrates the role of education in promoting peace and development.

This year, has a special focus on the incredible power young people have to drive change and shape the future of learning.

At ����VLOG Press, we support lifelong learning for all, from helping children develop the skills they need to thrive in a rapidly changing world to supporting teachers in some of the most remote corners of the world.

As we reflect on Oxford Children’s Word of the Year for 2025, peace, chosen by young people themselves, we’re reminded of the vital role education and literacy play in helping children understand the world, express their hopes, and build a more peaceful future.

Explore some of our stories from the past year, including how we reach learners and educators across rural Africa, and help to strengthen education for communities worldwide.

Another successful milestone on the Road to Literacy in South Africa

We celebrated a significant expansion of the Road to Literacy campaign in association with AVBOB, in which we announced the next 1,000 recipients of mobile trolley libraries, each stocked with 500 curriculum aligned books in all 11 written languages in South Africa.

Karen Simpson, Managing Director of OUP Southern Africa, said: “A��������� to books in a learner’s mother tongue has a profound impact on their ability to grasp foundational concepts, stay engaged in the classroom, and remain in the education system.��We are steadfast on publishing our books in all of South Africa’s official written languages, and the AVBOB Road to Literacy campaign enables us to place these resources directly in the hands of the learners who need them most.”

Read more about the Road to Literacy

OxfordAQA expands global offer with seven new International GCSEs and A-levels

Reinforcing its commitment to preparing students for success in higher education, the workplace, and beyond, OxfordAQA launched new international qualifications, including Chinese – First Language and Sociology at both International GCSE and International A-level. Each addition has been designed to equip students with both subject knowledge and the critical thinking skills needed to thrive in a rapidly changing world.

Andrew Coombe, Managing Director for OxfordAQA, said: “We want to empower students to think independently, apply their learning, and collaborate effectively. This not only sets them up for success in their exams but also equips them with the skills that universities want to see, ensuring that students are ready for their futures.”

Discover the new qualifications

OUP India establishes 100 libraries for underprivileged children

In 2025, OUP India partnered with the National Book Trust to establish libraries across 100 Anganwadi centres—rural childcare centres under India’s Integrated Child Development Services—in Uttar Pradesh. The initiative aims to make reading approachable and exciting, foster a lifelong love for books, and embed reading as a natural part of daily life.

Sukanta Das, Managing Director of OUP India, said: “We believe that books have the power to change lives, and our mission has always been to make high-quality learning resources accessible to every child. This collaborative initiative with the National Book Trust India, supported by the Government of Uttar Pradesh, reflects our commitment to promoting literacy and social development. These libraries are more than just collections of books—they are gateways to imagination, knowledge, and lifelong learning.”

Read about the initiative

Reaching learners and educators across rural Africa

We spoke with members of our team at OUP Southern Africa to learn more about the work they do to get high-quality learning materials to learners across Africa.

Yolandi Farham, Product Director, shared how we ensure our content is relevant to all learners, wherever they are: “We align our content closely with the local curriculum, and we are intentional about using stories, examples, and imagery that reflect the socio-economic environments learners experience daily. It’s essential that learners see themselves and their circumstances represented in the content—they need to feel seen and understood. At the same time, we incorporate aspirational elements: articles, stories, and visuals that spark curiosity and encourage a love of lifelong learning.”

Find out more

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