FUNDAMENTALS OF BOOK AND READING PROMOTION IN THE INFORMATION SOCIETY

Recommended Prerequisites

N/A

Teaching Methods

In this training, on an e-learning basis, content will be covered using active teaching and learning methodologies. Small and large group work will be privileged, with moments of reflection and restricted and extended discussion. In the sessions, times for sharing and reflection must be defined around the experiences and practices of the trainees, and the trainer must have an active role in linking the practices of Book Promotion and Reading in the Information Society. Trainees must be challenged to review their practices in accordance with current normative references. Preparation of individual work/final reflection based on the interests and preferences of the trainees.

Learning Outcomes

Students must master theoretical and theoretical-practical skills about the book, reading, its promotion and mediation; develop skills of critical analysis, intervention and promotion of books and reading in the context of the information society; apply skills within the scope of school libraries and the National
Reading Plan and plan activities related to books and reading. Skills: 1. Will master the reading needs and habits of Baby Boomers to Generation Alpha, customizing strategies for different age groups; 2. Will face the challenge of leiticide, exploring innovative solutions to revitalize reading; 3. Effectively implement national reading plans, with a focus on Libraries; 4. They will understand information behavior, facilitating access to information in the digital society; 5. Promote reading habits in the digital ecosystem, using digital tools and adapted strategies; 6. They will actively participate in book and reading activities.

Work Placement(s)

No

Syllabus

1. Reading needs and habits: From Baby Boomers (n. 1946-1964) to Generation Alpha (b. after 2010); 2. Readicide or the reading crisis; 3. School Libraries and the National Reading Plan; 4. Informational Behaviour; 5. Promoting Reading Habits in the Digital Ecosystem; 6. Book and reading animation activities: the Human Libraries.

Assessment Methods

Assessment
Final assessment: 40.0%
Continuous assessment: 60.0%

Bibliography

Ander-Egg, E. (2006). Metodología y Prática de la Animación Sociocultural. Madrid: Editorial CCS;
Canclini, N. G. (2009). Diferentes, desiguais e desconectados. Rio de Janeiro: Editora UFRJ;
Cerrilo, P. C., Larrañaga, E. & Yubero, S. (2002). Libros, lectores y mediadores. Cuenca: Ediciones de la
Universidad de Castilla-LaMancha;
Gallagher, K. (2009). Readicide - How schools are Kiling Reading and What we can do about it. United States
of America: Stenhouse Publishers;
González, T. A. (2005). Los Estudios de necesidades y usos de la informaci n: fundamentos y perspectivas
actuales. Gij n: Ediciones Trea;
Gallagher, K. & Kittle, P. (2018). 180 days Two teachers and the quest to engage and empower students.
USA: Heinemman Publishers;
Human Library. (2021). Unjudge Someone. https://humanlibrary.org;
Neves, J. S., Lima, M. J. & Borges, V. (2007). Práticas de Promoção da Leitura nos Países da OCDE. Gabinete
de Estatística e Planeamento da Educação - Ministério da Educação;