Through Paper Nations’ programme of events and initiatives, we generate research in the form of practice guides, tools, case studies, evidence bases and impact reports. The work we do in the community is research in action.
But we can’t do it alone. To really make writing for all, we need to involve everyone. We need to listen to those who are just starting out, those who are experienced, those who face multiple and complex barriers, and people who work in every aspect of the writing community – from the writers themselves to the publishers and those providing moral support.
To make real change for everyone, you need to work with and listen to everyone. Otherwise it’s only writing for some.
That’s why we work through a process of co-production and collaboration, and allow our work to evolve as we receive input from the writing community.
In addition to receiving information from the wider writing community through our ongoing project to map the creative writing landscape, Paper Nations is supported by key partnerships with writing organisations like NAWE, a governance team, associate directors, and writing champions. These are made up of every type of writing community member, from emerging and relatively unknown writers and publishers, to prolific authors such as David Almond, Philip Gross, Naomi Alderman and Maggie Gee.
We are extremely grateful for everyone’s support.
Paper Nations was initially created to combat the lack of high-quality creative writing opportunities for pupils within school curriculums, with the aim of understanding and removing barriers to engagement with creative writing. The primary objective of Paper Nations’ research was to create and establish replicable models for sustaining a ‘culture of writing’ for young people. The research was practice-led and involved a design process grounded in theories of play, experience, design, and transmedia.
The process began with a series of action case studies in schools and libraries. This involved, for example, running workshops in schools with authors and getting feedback from participants. In addition, the research team consulted with authors, experts, teachers, and workshop leaders through surveys and through a ‘Call for Evidence’ distributed with the help of the National Association of Writers in Education.