Reading is a fundamental skill that is critical for academic success. Beyond basic development, building expertise as a reader requires prolonged engagement, in which reading is used both for pleasure and as a resource for learning (Guthrie and Wigfield, 2014). According to previous literature, interest-driven learning and social motivation can foster this sustained reading engagement (Fink, 1995; Guthrie and Wigfield, 2014). The present research aims to study classrooms that use a unique digital tool for reading, Bookopolis, which affords both interest-driven book exploration and peer-based reading recommendations. Using a mixed methods approach, this study will examine how 3rd-5th students and teachers use Bookopolis, specifically what drives peer-based reading recommendations and how this influences reading behavior. Social network analysis will be used to investigate what drives patterns of recommendation uptake amongst students, as well as whether these patterns predict changes in the diversity of genres and amount of books that students read. This method will be complemented by qualitative interviews with students and teachers to inform an in-depth understanding of Bookopolis usage in the classroom. The results of this study will contribute insights on how digital tools such as Bookopolis might be used in third grade classrooms to sustain socially motivated and interest-driven reading engagement in young readers.
