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Instruments for Access and Cultural Diffusion

Code: 42963 ECTS Credits: 6
Degree Type Year Semester
4313816 School Library and Reading Promotion OB 0 A


Cristina Aliagas Marin

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Cristina Aliagas Marin
Joan Portell Rif



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, literary promotion in museus. 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. In case these activites are not possible, we will offer an option to students

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

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

-       Online tutorials


15 minutes of a session will be set aside to facilitate student evaluation of the subject.

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.


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


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 individual 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. In case of plagiarism, the student will have to deliver another programming work. The written and virtual activities are not possible to be recovered.

One-off assessment

In the case of opting for the single assessment, the same assessment and recovery system will be applied as for the continuous assessment, but the written submissions and oral presentations will be made in a single day (which will not be in Monday or Wednesday hours and you can request travel to the Bellaterra UAB Campus). None of these deliveries will receive formative assessment because opting for the single assessment implies a waiver of continuous assessment. In the case of the single assessment, an assessment interview is added to the set of activities that are assessed. Therefore, in the case of opting for the single evaluation, the evidence that will be evaluated will be the following:

Attendance and quality of class participation (includes oral presentation): 10%

Individual interventions written in virtual forums: 20%

Individual programming work: 45%

Assessment interview: 25%


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Programming work of a school library activity that relates reading with some cultural manifestation (Individual activity) 45% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Attendance and quality of the participation in class activities 30% 0 0 2, 4, 5, 8, 9
Written interventions, in virtual forums, about literary works 25% 0 0 1, 2, 3, 5, 9




Aliagas, Cristina, Fèrriz, Teresa, Albareda, Mariona, Oltra, Adrià (2022). Poesia: una proposta per interpretar poemes en clau artística i audiovisual. Articles. De Didàctica de la Llengua i de la Literatura, 96(1): 40-44. 

Allis, M. (2012). British Music and Literary Context: Artistic Connections in the Long Nineteenth Century. Woodbridge, UK: The Boydell Press

Alvermann, D. (ed.) (2002). Adolescents and Literacies in a Digital World. New York: Peter Lang

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

Barenboim, D. (2009). Everything is Connected: The Power of Music. London: W&N

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

Bonilla, E.; Goldin, D. & Salaberria, R. (coords.) (2008). Bibliotecas y escuelas. Retos y posibilidades en la sociedad del conocimiento. México DF: Océano

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 ofBooks, 33 (15 (October 9). Web (15th May 2019) (https://whumspring2010.files.wordpress.com/2010/03/calvino.pdf).

Carreño, Ò. (2015). El eco de las lecturas. Santiago de Chile: Dirección de Bibliotecas, Archivos y Museos

Cartmell, D. (ed.) (2012). A Companion to Literature, Film, and Adaptation (Wiley-Blackwell, 2012)

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

Centelles, J. (2005). La biblioteca, el cor de l'escola. En línia: http://www.xtec.cat/sgfp/llicencies/200304/memories/823m.pdf

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

Craggs S. R. (1998). Soundtracks: an international dictionary of composers for film. Aldershot, Hants, England: Ashgate

Cueto. R. (1996). Cien bandas sonoras en la historia del cine. Madrid: Nuer

Dayan, P. (2006). Music Writing Literature, fromSand viaDebussy to Derrida. Aldershot, UK: Ashgate

DDAA (2005). "Cine y literatura", Textos de Didáctica de la Lengua y de la Literatura 40, 9-80

DDAA (2017). Reading Music through Literature, Journal of Musicological Research, 36. Web (15th May 2019) (https://www.tandfonline.com/toc/gmur20/36/1)

Elliott, J. (2007). Academic Libraries and Extracurricular Reading Promotion. Reference & User Services Quarterly, Vol. 46, No. 3 (Spring), pp. 34-43

Even-Zohar, I. (1990). Polysistem Studies. Web  (14th May 2019) (https://m.tau.ac.il/~itamarez/works/books/Even-Zohar_1990--Polysystem%20studies.pdf)

Fontich, X. (2013). "Cine y literatura en secundaria para trabajar la interpretación literaria conjuntamente",Textos de Didáctica de la Lengua y de la Literatura 37, 121-131

Frodeman, R.; Thompson Klein, J.; Mitcham, C. (eds.) (2010). The Oxford Handbook of Interdisciplinarity. Oxford: Oxford University Press

Hall, C.; Coles, M. (1999). Children's reading choices. London: Routledge.

Horellou-Lafarge, C.; Segré, M. (2016). Sociologie de la lectureLa Découverte

ICESEM (2017). Proceedings of the 2017 International Conference on Education Science and Economic Management. Web (14th May 2019) (https://www.atlantis-press.com/proceedings/icesem-17/25884809)


Kirchberg, V.; Tröndle, M. (2012) Experiencing Exhibitions: A Review of Studies on Visitor Experiences in Museums, Curator. The Museum Journal, 55 (4): 435-452

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

Kramer, L. (2010). Interpreting Music. University of California Press

Lluch, G. & Sánchez García, S. (2017). La promoción de la lectura: Un análisis crítico de los artículos de investigación, Revista Española de Documentación Científica, 40 (4)

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

Mason, R. (2006). “Cultural Theory and Museum Studies”. In: Macdonald, S. (ed.). A Companion to Museum Studies, pp. 17-32. Wiley-Blackwell. Web (15th May 2019) (https://books.google.es/books?hl=ca&lr=&id=oQ8c6kRgH1IC&oi=fnd&pg=PA17&dq=exhibitions+and+literature+studies&ots=ig8W7LYFn9&sig=rBy2xwILxbfrwvVyOqZ6mv22K0E#v=onepage&q=exhibitions%20and%20literature%20studies&f=false)

McGee, M.; Jefferson, N. C. (2001). Encyclopedia of motion picture sound. London: McFarland

Munita, F. (2016). Prácticas didácticas, creencias y hábitos lectores del profesor en una escuela exitosa en la promoción lectora, Ocnos, 15 (2), 77-97

Negus, K. (2012). “Narrative,Interpretation, and the Popular Song” The Musical Quarterly 95/2–3 (Summer–Fall), 368–95

Pagès, V. (1998). Un tramvia anomenat text. Barcelona: Empúries

Pennac, D. (2008). Comuna novel·la. Barcelona: Empúries / Pennac, D. (1994). Reads like a Novel. Quartet Books

Proust, M. (1996). Sobre la lectura. Barcelona: Quaderns Crema / Proust, M.; Ruskin, J. (2011) On Reading. Hesperus Press LTD

Reverdy, C. (2016). La lecture, entre famille et école: comment se développe le goüt de lire. Lyon: Institut Français de l’Éducation. Web (14th May 2019) (https://f-origin.hypotheses.org/wp-content/blogs.dir/464/files/2016/04/CC-Lecture_2016_Reverdy_Famille-et-e%CC%81cole.pdf)

Sangkaeo, S. (1999). Reading Habit Promotion in ASEAN Libraries. In: IFLA Council and General Conference. Conference Programme and Proceedings (65th, Bangkok, Thailand, August 20-28, 1999). Web (14th May 2019) (https://files.eric.ed.gov/fulltext/ED441496.pdf)

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

Steiner, G. (2019). Necesidad de música. Madrid: Grano de sal

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

Wolf, W. (1999). The Musicalization of Fiction: A Study in the Theory and History of Intermediality. Amsterdam: Rodopi

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)

Zakir, H. (2016). Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam, International Review of Education, 62 (2) (April): 205–219. Web (14th May 2019) (<ahref="https://link.springer.com/article/10.1007/s11159-016-9552-y">https://link.springer.com/article/10.1007/s11159-016-9552-y)


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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.


During the course we will use  Zoom, Spotify, Moodle and Office Package.