Reading practices and their representations: school library contributions

Abstract

The article aims to discuss reading practices and their representations in the educational field, analyzing the contributions of reading activities carried out in the school library, with regard, in particular, to the practice of school research and to the development of information competence in in learners. Methodologically, a bibliographic corpus is studied reviewing authors who are attentive to the history of reading and school research practices such as Burke (2005), Castrillón (2011), Chartier (1990, 2001, 2003), Milanesi (2013), Pesavento (2005), Brisola and Romeiro (2018), Demo (2002), Garcez (2006), Gasque (2013), Kuhlthau (2010), among others. This literature dialogues with examples from the empirical world of actions that can be carried out in the library, triangulated with classroom activities to encourage the appreciation for reading and consequently enhances the practice of school research. The analysis of the studied theoretical references points to the relevance of the school library as a learning space and its primary contribution to reading practices and school research. The latter is fundamental for the development of students' information competence.