Fostering a Culture of Reading: Strategies for Lower Secondary Classrooms
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This conference paper addresses the development of reading engagement and the formation of reading communities in lower secondary education (ages 11–15), a stage in which students’ attitudes toward reading and literature often shift significantly. The paper examines how literary education can respond to these changes through dialogical and community-based approaches that promote voluntary reading, shared literary experiences, and reading as a meaningful social practice. Focusing on reading workshops as a central pedagogical method, the paper explores their potential to systematically support reading culture in schools. Reading workshops are presented as spaces where reading is integrated into everyday classroom practice and where students are encouraged to read autonomously, reflect critically on texts, and collaborate with peers. Particular attention is paid to the teacher’s role as a facilitator and to the use of a variety of texts—fiction, nonfiction, and multimodal materials. The paper also situates its argument within the context of the ongoing curricular reform in the Czech Republic (RVP ZV), which emphasizes the development of reading literacy, cross-curricular competencies, and active student participation. It offers examples of practice-based strategies aligned with these goals, such as student-led reading clubs, peer recommendations, reading-themed project days, and structured literary discussions. By highlighting both methodological frameworks and concrete classroom practices, the paper contributes to the discourse on how schools can create sustainable reading environments that engage students and extend beyond the boundaries of traditional literary instruction. |
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