Laboratorio permanente di educazione alla lettura: una ricerca-azione nella scuola primaria e secondaria di primo grado

The object of the research was the realization, in a participant perspective, of a permanent reading education laboratory in primary and secondary schools. The aim was to bring a methodological and didactic innovation regarding reading education, through a semistructured form of learning that involved teachers first and foremost. This goal has been divided into three main objectives: to design and implement a training course for in-service teachers, aimed at developing skills in methodologies, strategies, techniques and tools for motivated and competent reader education in the field of design curriculum; establish a community of professional practice for continuous training, self-training, exchange and sharing of specific teaching resources from a participatory planning perspective; to build an integrated learning environment where to connect practices, processes, reading resources to Digital Literacy indicators (Ala-Mutka, 2011), through the integration of ICT and 2.0 tools combining hard and soft skills. The protagonists of this research, which took the form of action research with mixed methods, were the teachers. In terms of participatory planning, the idea of long-term support within schools has been developed to allow teachers to have a continuous reference about reading education and related aspects. The choice of the most suitable support has branched out on three levels: teacher training, classroom reading projects and digital sharing environment, and took the form of the laboratory (De Bartolomeis, 1978; Travaglini, 2009; Frabboni, 2005; Lanfranconi Betti, 2005). The research had as expected results then achieved: a greater use of the non-text book, a greater awareness of the potential of the book object and an increase in reading education activities. Problems, on the other hand, have been detected regarding the expectation of sharing material (online).