Do we also need reading material that children choose themselves?

The conversation about learning materials has finally gotten the attention it deserves. But beneath the shortage of textbooks lies another shortage: a lack of varied Icelandic reading material that sparks children’s interest in reading.

In recent weeks the debate about learning materials has grown louder. Reykjavík’s School and Leisure Council has called on the state to prioritize the development of learning materials and secure funding. The Development Fund for Learning Materials has pointed to a serious shortage of materials and called for increased investment.

Most of us agree on this. Teachers are under enormous pressure. There’s a lack of quality Icelandic material, and children need better access to reading.

But I think another side of this issue gets too little attention.

When we talk about learning materials, we usually mean textbooks and teaching materials. That matters. But literacy isn’t built from textbooks alone. It’s built when a child wants to read.

That’s where a less-discussed shortage lies. We lack varied Icelandic reading material that children choose for themselves. Material that sparks curiosity and that they seek out because they enjoy it. A child who enjoys reading reads more. A child who reads more becomes a better reader. Interest isn’t a side issue, it’s the foundation.

When I talk to parents, I hear the same thing again and again. They want to read more with their children but can’t always find material that matches both the child’s ability and their interests. It’s not the will that’s missing. It’s the tools and the variety.

This also affects Icelandic directly. A large share of the material children choose for themselves today is in English, on their phones, in games, and on social media. If Icelandic material can’t compete, or simply doesn’t exist, then we aren’t choosing Icelandic for our children. They’re choosing what interests them.

Books or screens?

Lately there’s been discussion about reducing screen use in schools. That conversation is important and reasonable. But I don’t think we should get stuck on whether the medium is a book or a screen.

The real question is whether we’re offering children material they actually want to read.

Technology shouldn’t replace the teacher, the book, or the time a parent spends reading with a child. It should support reading where it can help, easing the load for teachers and parents. Used well, it can be part of healthier solutions. Used poorly, it becomes just another screen competing for children’s attention.

A shared responsibility

What worries me most is the position teachers are in. When about 70% of them say they make their own teaching material because nothing else exists, it’s clear something needs to change. That time should go toward teaching and supporting students.

As a father of three and someone who has spent the past few years working on reading material for the youngest children, I don’t see this as something one school, one company, or one ministry can solve alone.

We all need to do our part.

Learning materials matter.

So does interest in reading.

If we want to improve literacy, we need to build both.

The author is CEO of the software company Revera and founder of Lesa.