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Instruments for Access and Cultural Diffusion

Code: 42963 ECTS Credits: 6
Degree Type Year Semester
4313816 School Librarianship and the Promotion of Reading OB 0 A
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Maria Neus Real Mercadal

Use of Languages

Principal working language:
catalan (cat)

Other comments on languages

English, Spanish and Catalan are combined in lectures, readings and assessment activities


Cristina Aliagas Marín
Cristina Correro Iglesias



Objectives and Contextualisation

This module relates the pedagogical objectives of school libraries and the activities to enhance reading with the social forms of accessing culture. It particularly aims at training participants to become cultural mediators by encouraging them to take place in cultural activities (reading clubs, cinema forums, artistic exhibitions, theatre plays, concerts, literary routes, etc.). The course also presents strategies to design and disseminate, digitally or in print, the activities carried out in the school libraries or promoted through the community reading plans.


  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Develop cooperation strategies for working in teams.
  • Develop professional values that include ethical work practices.
  • Develop strategies for innovation, creativity and entrepreneurship in the context of school libraries and reading promotion.
  • Incorporate ICT for learning, communicating and sharing in education.
  • Link up and promote reading and cultural activities, both internal and external, using the appropriate tools.
  • Master the use of ICT and apply it to management and promotion processes in a library 2.0. context.

Learning Outcomes

  1. Adopt and teach ethical behaviours in accessing cultural products, especially in digital format.
  2. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  3. Develop communication skills involving linguistic, artistic and multi-modal resources.
  4. Develop cooperation strategies for working in teams.
  5. Identify and plan ways to link outside cultural activities to the school library or to reading promotion projects.
  6. Implement strategies to promote reading using digital and non-digital tools.
  7. Know the potential of ICT and make full use of it in activities.
  8. Make innovative and creative proposals to promote the library's cultural activities in the exterior.
  9. Recognise the diversity of artistic, cultural and scientific formats and take part in the social activities they generate.
  10. Use ICT promote reading activities.
  11. Use ICT to access culture and to link up groups and institutions.


  1. Participation in social and cultural activities thanks to the community reading plans or the activities carried out in the school libraries. Literature and music. Literature and cinema. Theatre: texts and representations. Artistic and literary exhibitions. Literature and territory: literary routes. Current news and key past events.
  2. Oral narratives and other linguistic, plastic and multimodal communicative resources. Programming activities.
  3. Strategies to disseminate reading activities: print and digital instruments. School library blogs.

       These contents are treated by taking into account the gender perspective.


The course combines theory and practice. Teacher-centred lessons and on-line tutorials will provide the background necessary to engage participants in the following activities:

-       Attend and participate actively in cultural events in and outside the classroom.

-       Analyse critically one’s participation in those cultural events.

-       Elaborate and present to the group creative activities and proposals to disseminate cultural activities using ICT tools.

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.


Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face leactures 18 0.72 1, 7, 4, 3, 8, 5, 6, 9, 11, 10
Type: Supervised      
Tasks and course readings 82 3.28 1, 7, 4, 3, 8, 5, 6, 2, 9, 11, 10
Type: Autonomous      
Individual assignment. 50 2 1, 7, 4, 3, 8, 5, 6, 2, 9, 11, 10


Attendance is compulsory. 80% of attendance is required to pass this course.

If the attendance criterion is met, participants should obtain a minimum score in 5 out of 10 in all the assignments to have a mass mark in this course. The final mark is the result of adding the scores obtained in all the assignments. The assessment criteria will be presented together with the guidelines given to elaborate each assignment.

Oral comments in the classroom and written interventions in virtual forums will be carried out during the complete development of the module, and the programming work will be delivered at the end of classes, the following week.

In case of a fail, recovery would take place in June by means of another programming work and a personal interview aimed at evaluating the knowledge and skills acquired.

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Programming work of a school library activity that relates reading with some cultural manifestation 45% 0 0 1, 7, 4, 3, 8, 5, 6, 2, 9, 11, 10
Attendance and active participation in class 30% 0 0 4, 8, 5, 2, 9
Oral discussion, in the classroom, of theoretical readings and cultural products 15% 0 0 1, 5, 2, 9
Written interventions, in virtual forums, about literary works 10% 0 0 1, 3, 5, 2, 9




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Arizpe. E.; Cliff-Hodges, G. (eds.). Young People Reading. Empirical Research Across International Contexts. Abingdon, Oxon; New York: Rouledge

Balló, J.; Pérez, X. (1995). La llavor immortal. Barcelona: Empúries

Barricelli, J.-P.; Gibaldi, J. (eds.) (1982). Interrelations of Literature. New York: Modern Language Association of America

Bataller Català, A. (2020). Llegenda i paisatge com a elements de mediació literària Encantades i pedagogia de l'imaginari. Cultura, Lenguaje y Representación, Vol. XXIII, 7–23

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Bluestone, G. (1957). Novels into Film: The Metamorphosis of Fiction into Cinema

Borràs, L. (2011). Per què llegir els clàssics avui? Badalona: Ara Llibres

Calvino, I. (1993). Por qué leer los clásicos. Barcelona: Tusquets

Calvino, I.; Creagh, P. (transl.) (1986). Why Read the Classics?, The New York Review of Books, 33 (15 (October 9). Web (15th May 2019) (https://whumspring2010.files.wordpress.com/2010/03/calvino.pdf).

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Cartmell, D.; Whelehan, I. (eds.) (2007). The Cambridge Companion to Literature on Screen. Cambridge University Press

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Chance, R. Lesesne, T. (2012). Rethinking Reading Promotion: Old School Meets Technology, Teacher Librarian, 39:5 (June), pp. 26-28. Web (14th May 2019) (https://search.proquest.com/docview/1024434634/fulltextPDF/1FA89FBDF0B44D07PQ/1?accountid=15292)

Clark, C.; Foster, A. (2005). Children's and young people's reading habits and preferences: the who, what, why, where and when. National Literacy Trust

Clark, C.; Rumbold, K. (2006). Reading for pleasure: A research overview. National Literary Trust

Clark, C.; Hawkins, M. (2009) Public Libraries and Literacy. National Literacy Trust

Clark, C. (2010). Linking School Libraries and Literacy. National Literacy Trust

Clark, C. (2012). Children’s Reading Today. National Literacy Trust

Clark, C.; Teravainen, A. (2017). Book ownership and reading Outcomes. National Literacy Trust

Corrigan, T. (ed.) (2011). Film and Literature: An Introduction and Reader, 2nd Ed. London: Routledge

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Kramer, L. (1984). Music and Poetry: The Nineteenth Century and After. Berkeley: University of California Press

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Marill, A. H. (1998). Keeping score: film and television music, 1988-1997. Lanham, Md.: Scarecrow Press

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Smith, H. (2016). The Contemporary Literature-Music Relationship: Intermedia, Voice, Technology, Cross-Cultural Exchange. New York: Routledge

Stam, R.; Raengo, A. (eds.) (2004). Literature and Film: A Guide to the Theory and Practice of Film Adaptation. Wiley-Blackwell

Teixidor, E. (2007). La lectura i la vida. Barcelona: Columna

Todorov, T. (2007). La literatura en perill. Barcelona: Galàxia Gutemberg / La littérature en péril. Flammarion

Weaver, A. H. (2014). Towards a Narratological Analysis of the Romantic Lied: Events, Voice, and Focalization in Nineteenth-Century German Poetry and Music, Music & Letters 95/3 (August), 374–403

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Xiaoli An, Y. D. (2017). Discussion on Classic Reading Promotion in the University Library in the Internet Plus Era. Web (14th May 2019) (https://doi.org/10.2991/icesem-17.2017.72)

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More specific bibliography and links will be provided out of the particular selection of theoretical and literary texts, visits and shows of the course.