1) Teachers: - gain methods to give students reading pleasure and to work on their literary skills in an interactive way, using technology and devices as a tool to bring books in the classroom. - find ways to bring: - reading into the living context of younger students (their homes and peers). - the library to young people. - have methods to deal with some limited children in reading (like dyslexic and foreigners), taking into account inclusion. 2) Student-level: - In the long term, better literacy and better learning results and understanding. - reading is seen as connected to wellbeing, pupils will be happier and more inclined to read. - stimulated intrinsic motivation thanks to technology, easy access to reading (friendly fonts, interactive and inclusive approach to reading) - Non-native pupils experience more and more pleasure in reading in the school language. - new strategies and more tools to approach reading and enjoy it (special needs). - European identity reinforcement. Reading Steps 1-2-3 were planned around LLTAs to give students the chance to meet, share, collaborate. 3) International level enhance collaboration and share of good practice among participants/in a larger context through dissemination.
The main goal of the project was to approach students to the activity of reading seen and felt as an enjoyable and useful activity to share, taking into account PISA results showing global competence strongly correlated with reading performance (OECD, 2020). Since half of students (49%) on average across OECD countries agreed or strongly agreed with the statement “I read only if I have to” and approximately one-third of students reported that they rarely or never read books", the main objectives were to get more and more readers among our students, contributing with more reading venues/corners in our schools and communities. A pre-application study in every partner school showed that there is a different approach to this subject and that we all had the need to learn more on how to approach this by learning from each other. The students' literary skills and intrinsic motivation were enhanced using digital devices and ITC as tools, local and international environments as stimulating, interactive and inclusive techniques to involve everybody, no matter gender, culture, or provenance they had. That is the reason why we agreed on setting in the selection criteria at least 20% of special needs students and migrants for the participant