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This paper explores young people's narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger's notion of communities of practice and Bamberg's theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people's volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
Asplund et al. (Mon,) studied this question.