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2021/2022

Social Habits and Promotion of Reading

Code: 42958 ECTS Credits: 6
Degree Type Year Semester
4313816 School Librarianship and the Promotion of Reading OB 0 2
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.

Contact

Name:
Mireia Manresa Potrony
Email:
Mireia.Manresa@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Teachers

Mireia Manresa Potrony

External teachers

Júlia Baena (julietabaena@gmail.com)

Prerequisites

None.

Objectives and Contextualisation

This module revolves around the analysis of reading habits in various contexts. It examines the factors that contribute to the formation of reading habits from a theoretical (through readings) and a practical (through case studies) perspective. Finally, it observes the role played by school and libraries in the promotion of reading habits and in the current policies on this same issue.

Competences

  • Contextualise professional activity in the reading habits of today's society and in the processes of school-based learning.
  • Continue the learning process, to a large extent autonomously.
  • Design, plan and evaluate library, school and community reading projects that are appropriate to their context.
  • 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.
  • 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.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Analyse the context and the aims of interventions in relation to sociological and ethnographic theory frameworks for reading.
  2. Continue the learning process, to a large extent autonomously.
  3. Develop communication and inter-personal skills needed to manage projects involving the different members of the educational community.
  4. Develop cooperation strategies for working in teams.
  5. Exploit the different ways in which ICT can help to promote reading.
  6. Implement reading promotion strategies using digital and non-digital tools.
  7. Implement strategies to promote good reading habits, taking the different influencing factors into account.
  8. Make innovative and creative proposals to promote reading.
  9. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Content

The subject have two parts: 

a) reading habits

b) readaing promotion

The contents are this ones: 

  • Sociological and ethnographic studies on reading habits: impact, results and implications.
  • Factors and contexts likely to promote reading habits: families, society and schools. The development of one’s reading identity in communities of literacy practice.
  • The construction of reading habits at schools: reader profiles and teacher’s modes of intervention.
  • The role of libraries in the promotion of reading habits: impact of the collections presented and of the range of services offered.
  • Policies for the promotion of reading habits: institutional reading plans, resources and support initiatives.
  • Actions to promote reading habits in the libraries: formats and target audience.
  • The impact of ICT in the forms of accessing written works and developing reading practices.

Methodology

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

15 minutes of a class will be set aside to complete Faculty surveys

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:

-       Analysis of print and digital materials.

-       Elaboration and public presentation of the course assignments.

-       Resolution of cases, exercises or problems related to the course contents using ICT tools.

-       Participation in virtual forums to debate the contents of the course compulsory readings.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Activities aimed at analysing, selecting and assessing classroom materials. 18 0.72
Type: Supervised      
Participation in online debate forums and elaboration of course assignments. 82 3.28
Type: Autonomous      
Reading the articles and materials related to the contents covered in the course. 50 2

Assessment

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

 

In order to pass this course, participants should obtain a pass mark in 80% of the Course Assignments. Participants will not be assessed if they fail to submit a minimum of 80% of the Course Assignments.

All the Course Assignments will be assessed and participants will receive feedback from the teacher. Participation in the virtual forums is also compulsory. Assignments should reflect participants understood the contents of the course compulsory readings.


Activities counting 30% will be delivered once the module is completed. The rest, during its development.

 

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities aimed at analysing proposals to promote reading habits at schools, in libraries and in digital milieus. 10% 0 0 1
Attendance and active participation in the face-to-face and virtual classrooms. 20% 0 0 4, 3, 2, 9
Case studies aimed at diagnosing reading habits of a target group of readers and at proposing strategies to cater for the needs of that particular group. 10% 0 0 1, 4, 8, 7
Design of a strategy (based on the use of ICT tools) for promoting reading habits in a specific context. 30% 0 0 8, 6, 5
Elaborating an article on reading habits following the publication requirements set by a key digital platform in this area. 30% 0 0 1, 3, 8, 6, 7, 5

Bibliography

Books

Arizpe, E.; Cliff-Hodges, G (eds.). (2018). Young People Reading. Empirical Research Across International Contexts. Abingdon, Oxon; New York: Rouledge: 123-136.

Asta, G.; Federighi, P. (eds.) (2000). El público y la biblioteca: metodologías para la difusión de la lectura. Gijón: Trea. 

Baró, M.; Mañà, T. (2009). Estudi sobre les accions de foment de la lectura a les biblioteques públiques de Catalunya. [informe encomanat per la Direcció General de Cooperació Cultural de la Generalitat de Catalunya]. Barcelona: Universitat de Barcelona. Observatori sobre Biblioteques, Llibres i Lectura. En línia: <http://diposit.ub.edu/dspace/bitstream/2445/27426/1/Estudi_foment_lectura.pdf>.

Baró, M.; Aliagas, C.; Gorchs, G. (2013). Com crear un ambient lector a l'escola? Barcelona: Fundació Jaume Bofill. En línia: http://www.fbofill.cat/intra/fbofill/documents/publicacions/575.pdf 

Baudelot, C.; Cartier, M.; Detrez, C. (1999). Et pourtant ils lisent… Paris: Seuil.

Clark, C. Informes sobre hàbits de lectura del National Literacy Trust (Anglaterra). En línia: http://www.literacytrust.org.uk/research/nlt_research

Chartier, R. (dir.) (1985). Pratiques de la lecture. París: Editions Rivages. 

Chartier, A.M.; Hebrard, J. (1994). Discursos sobre la lectura (1880-1980) . Barcelona: Gedisa.

Colomer, T. (2008). "Entre la normalitat i el desinterés: els hàbits lectors dels adolescents". A: T. Colomer (coord.). Lectures adolescents. Barcelona: Graó, 19-57.

Colomer, T. (2007). Andar entre libros. México: Fondo de Cultura Económica.

Colomer, T.; Manresa, M. (2008). "Lectures adolescents: entre la llibertat i la prescripció". A: Mirades i veus: recerca sobre l’educació lingüística i literària en entorns plurilingües. Barcelona: Graó

Court, J. (ed.) (2011). Read to succeed: strategies to engage children and young people in reading for pleasure. London: Facet.

Consejo Nacional para la Cultura y las Artes (2008). De la tradición oral a la sociedad de la información: prácticas y tendencias actuales de la lectura. México.

DDAA. (2013). La lectura en un centre educatiu. Saber llegir, llegir per aprendre, gust per llegir. Barcelona: Departament d'Ensenyament. En línia: http://www20.gencat.cat/docs/Educacio/Home/Departament/Publicacions/Monografies/Lectura/La_lectura_en_un_centre_educatiu.pdf 

Durán, C.; Manresa, M. (2008). “Entre països: l’acció educativa al nostre entorn”. A: T. Colomer (dir.), Lectures adolescents. Barcelona: Graó. En línia: http://gretel.cat/

Elkin, J. (2003). Reading and reader development: the pleasure of reading. London: Facet. 

Gonçalves Da Silva, F. (2018). La nostalgia del vacío: la lectura como espacio de pertenencia en los adolescentes. Zaragoza: Pantalia Publicaciones. 

Gómez Soto, I. (1999). Mito y realidad de la lectura. Madrid: Endymion.

Hall, C; Coles, M. (1999). Childre’ns reading Choices. London: Routledge.

Jover, G. (2007). Un món per llegir. Educació, adolescents i literatura. Barcelona: Rosa Sensat [existeix edició en castellà a Octaedro]

Lahire, B. (2004). Sociología de la lectura. Barcelona: Gedisa.

Lazarillo, Grupo. (2004). Lecturas y lectores en la ESO. Una investigación educativa. Santander: conselleria de Educación. Gobierno de Cantabria.

Lebrun, M. (2004). Les pratiques de lecture des adolescents québécois. Sainte-Foy (Quebec): Multimondes.

Leveratto, J.-M. (2008). Internet et la sociabilité littéraire. París: bibliothèque publique d’information / Centre Pompidou.

Manresa, M. (2013). L'univers lector adolescent. Dels hàbits de lectura a la intervenció educativa. Barcelona: Rosa Sensat.

Manresa, M.; Real, N. (eds.) (2015). Digital Literature for Children: Texts, Readers and Educational Practices. “Recherches comparatives sur les livres et le multimédia d’enfance” Vol. 9. Bruxelles, Bern, Berlin, Frankfurt am Main, New York, Oxford, Wien: Peter Lang. 

Manuel, J.; Brindley, S. (2012). Teenagers reading. Literary heritages, cultural contexts and contemprary reading practices. Kent Town : Wakefield Press ; Kensignton Gardens : Australian Association for the Teaching of English

Millán, José Antonio (coord.) (2008). La lectura en España: informe 2008: leer para aprender.  Madrid: Fundación Germán Sánchez Ruipérez: Federación de Gremios de Editores de España.

Millán, José Antonio (coord.) (2017). La lectura en España: informe 2017.  Madrid: Federación de Gremios de Editores de España.

Petit, M. (1999). Nuevos acercamientos a los jóvenes y la lectura.México: Fondode Cultura Económica.

Rouxel, A. (2005). Lectures cursives: quel accopagnement? París: Delagrave Edition / CRDP Midi-Pyrénées.

Sarland, C. (2003). La lectura en los jóvenes: cultura y respuesta. México: Fondo de Cultura Económica.

Ramírez Leyva, E. M. (coord.) (2008). La biblioteca pública y la formación de lectores en la sociedad de la información: memoria.  México: Universidad Nacional Autónoma de México. 

Articles

Aliagas, C.; Manresa, M. i Vilà, M. (2011). Què llegeixen els “no-lectors”?. Articles de Didàctica de la Llengua i de la Literatura 53 (Monogràfic: Què llegeixen els “no lectors”?), 7-11. 

Aliagas, C. (2011). Llegir en temps de lleure. Estudi de cas d’una colla d’adolescents amb el virus de la desafecció lectora. Articles de Didàctica de la Llengua i de la Literatura 53 (Monogràfic: Què llegeixen els “no lectors”?), 45-57.

Aliagas, C.; Castellà, J. M.;  Cassany, D. (2009). Aunque lea poco, yo sé que soy listo. Estudio de caso de un adolescente que no lee literatura. Ocnos 5, 97-112.

Casas Poves, J.; Ventura, N. (2011). La promoció de la lectura a les biblioteques públiques. Anuari de l'Observatori de Biblioteques, Llibres i Lectura. 2010-2011, 129-141. En línia:http://www.raco.cat/index.php/AnuariObservatori/article/view/262533

Cencerrado, M. (2014). Nuevos modelos de promoción de la lectura. Biblogtecarios. En línia: https://www.biblogtecarios.es/lmcencerrado/nuevos-modelos-de-promocion-de-la-lectura/

Daura i Jorba, A. (2017). La promoció de la lectura a les llibreries de Catalunya (2016/17). Anuari de l'Observatori de Biblioteques, Llibres i Lectura. En línia: https://www.raco.cat/index.php/AnuariObservatori/article/view/348141

Díaz-Plaja, A.; Cosials, À. (2011). La promoció de la lectura a l'escola. Anuari de l'Observatori de Biblioteques, Llibres i Lectura. 2010-2011, 142-151. En línia:http://www.raco.cat/index.php/AnuariObservatori/article/view/262536

Lluch, G.; Sánchez-García, S. (2017). La promoción de la lectura: un análisis crítico de los artículos de investigación. Revista Española de Documentación Científica, vol., 40, núm. 4. En línia: http://redc.revistas.csic.es/index.php/redc/article/view/996/1554 

Manresa, M. (2011). Retrat del lector literari feble: del desert a l'oasi de lectura. Articles de Didàctica de la Llengua i la Literatura 53, 12-24. 

Manresa, M. (2009). El hábito lector a través de lavoz adolescente: de la vida al texto. Lectura y vida (revista latinoamericana de lectura), 30 (4), 32-42

Manresa, M. (2009). Lecturas juveniles: el hábito lector dentro y fuera de las aulas. Textos de Didáctica de la Lengua yla Literatura 51, 44-54.

Manresa, M. (2010). Los buenos lectores como minoría: una falsa élite. 32è congrés Internacional de l'IBBY.  Santiago de Compostela, 8-12 de setembre. En línia: http://www.ibby.org/index.php?id=1123&L=3

Manresa, M.; Margallo, A. M. (2016). Prácticas de lectura en red: exploración de blogs literarios adolescentes. Catalejos. Revista sobre lectura, formación de lectores y literatura para niños, [S.l.], v. 2, n. 3, 51-69. En línia: <http://fh.mdp.edu.ar/revistas/index.php/catalejos/article/view/1985>.

Mañà, T.; Agustí, L.; Barrios, T.; Ventura, N.; Villarroya, A. (2011). La promoció de la lectura a Catalunya (2008-2009). Anuari de l'Observatori de Biblioteques, Llibres i Lectura. 2010-2011, p.71-87. En línia: http://www.raco.cat/index.php/AnuariObservatori/article/view/209618

Marchamalo, J. (2004). El mapa del tesoro. A: diversos autors. Anuario sobre el libro infantil y juvenil. Madrid: SM.

Ramos Revillas, A. (2015). Contra "una" promoción de la lectura. Letraslibres. En línia: https://www.letraslibres.com/mexico-espana/contra-una-promocion-la-lectura 

Villarroya, A. (2017). Estudis i recerca sobre edició i hàbits lectors a Catalunya (2016-17). Anuari de l'Observatori de Biblioteques, Llibres i Lectura. En línia: https://www.raco.cat/index.php/AnuariObservatori/article/view/353622 

Others

Studies on reading habits available on line in the web by Observatori de Biblioteques, Llibres i Lectura de la UB: http://www.ub.edu/obll/ 

Software

Teams/Zoom.