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This chapter describes the innovative use of a pre-existing framework from the field of Human–Computer Interaction to explore and reimagine reading spaces for beginner readers in primary schools in England. The chapter details the four phases of the research study, from a conceptual level to a physical outcome (a reading nook), the latter providing secondary findings about the value of secluded reading spaces for students in two English classrooms. In adapting and developing a design methodology within an educational context, it is hoped that this research will stimulate communication and dialogue between architects, educators, policy-makers and students. It also offers a contribution to the challenge of improving school design for pupils and practitioners by offering a framework through which education, specifically reading, can be viewed through the prism of design.

Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools