ENHANCING BOOK READING Erasmus Project

Project Title

ENHANCING BOOK READING

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Creativity and culture; Inclusion – equity; Cultural heritage/European Year of Cultural Heritage

Project Summary

“ENHANCING BOOK READING” project aims has been an education project predominately
centred on “ENHANCING BOOK READING, CHANGING INTO PRACTICAL ACTIVITIES” and has
been taken students to read much more, to be more active through their participation in
different activities such as ICT, Arts, Literary, Media, Social and Volunteering. Its main move has
been “ACTIVE AND EDUCATED CITIZENSHIP”. This partnership has been developed by schools
from Spain, Slovenia, Italy, Poland and Turkey.
According to research made by the American Academy of Arts & Science, that made an
international comparison of the percentage of adults and teens “including people ages 14–64.
Books read were for pleasure, not for work or school”, the population having read at least one
book in the previous 12 months; The IT:64%; SI: 56%; ES: 54%; PL: 54%; TR: 21%.
OBJECTIVES
Our students have become active readers and they have improved their skills on how to create
their own quality products from the books they have read. We have endeavoured to make
books more important again since they are a vital source for real information.
With this project, we have managed to increase the amount of reading books in our schools’
curricula. With the project we have decreased the lack of book reading and increased the
average level of book reading in our schools’ curricula.
ACTIVITIES
Two types of action have been included in this project.
-Students have read different kinds of books such as Novels, Poetry, Biographies, Philosophy.
-They have improved their literacy levels and have developed activities such as SCENARIO,
writing essays, creating a poetry magazine, filming and editing short FILMs. Each partner has
read their own national authors and, when they came together in the LTTA meetings, they
shared them and produced their activities together.
METHODOLOGY
We have created project clubs in each partner school and have invited the students to join the
club. A minimum of fifty students have been involved. Five different teams have been formed:
Literature Team, ICT Team, Culture Team, Magazine Team, Arts Team. Each team has had tasks
for a certain period of time regarding the different planned stages and activities of the project.
There were four LTTAs in two years and 1TM at the beginning of the project. Teachers have
involved the students in order to do all kinds of activities (book reading, creation of scenario,
magazine, making short FILMs, etc)
PARTICIPANTS
In the project, students have been our main target and its stages were planned for them.
Teachers have been coaches and beneficiaries in this whole process. Other participants
included have been the administrative staff. Side beneficiaries of the project have been
parents and the local community as they have been our main target groups for dissemination.
IMPACT
The project “ENHANCING BOOK READING” has had a positive impact within all the partner
schools not only due to the direct contact and collaborative work among students and teachers
from different countries, but also because of the shared good practices concerning reading
books. These good practices have allowed students to read much more, to be more active
through their participation in different activities in the classroom as well as in cultural activities
in the local community.
Students
Getting students involved in a wide range of activities – book reading, designing and creating
book, magazine, taking scenario and writing essays – have helped them develop new skills and
make them more active in their daily life at school, at home and in their local communities,
allowing them to raise awareness on the importance of having a dynamic attitude when getting
engaged in their own learning processes as well promoting socio-cultural heritage through
books.
Students have developed and boosted their self-esteem as they have appreciated in
international contexts by participating in LTTAs workshops that have stimulated creativity and,
at the same time, have helped them reduce stereotypes and prejudice. Team work and ICT
skills have been developed, making students prepared for the future labour market and their
lives. Having the possibility to organise an international brainstorming has increased students’
dynamism, citizenship, respect, responsibility and courage to act as future leaders and as active
citizens in their communities, in their own countries and all over Europe. By preparing
presentations about the books they read, their school, local community and country and
making videos to disseminate the mobilities, they have been able to develop their public
speaking skills and communication in English.
Teachers
Teachers have had the opportunity to share professional and cultural experiences by
organising school activities, local activities and international meetings (LTTAs) within the
project. They have been able to explore and learn about other educational systems,
pedagogical and methodological approaches and tools concerning teaching reading, according
to the European standards in line with the Organisation for European Cooperation and
Development (OECD).

Project Website

http://coledehernancortes.blogspot.com/

EU Grant (Eur)

Funding of the project from EU: 133759,04 Eur

Project Coordinator

CEIP 12 DE OCTUBRE & Country: ES

Project Partners

• KUTAHYA OZEL ISTEK ORTAOKULU
• Szkola Podstawowa z Oddzialami Integracyjnymi nr 5 im. Henryka Sienkiewicza
• Osnovna sola dr. Janeza Mencingerja Bohinjska Bistrica
• ISTITUTO COMPRENSIVO G.VERGA COMISO (RG)