Contributions to Research in Literary Reading Mediation: The Example of Children's Literature Studies

Abstract

If the purpose of this chapter is to distinguish and propose abstract principles to conceptually guide a program of action in the training of literary reading mediators, one could not ignore the work on the reception of literature and the formation of reading audiences, nor the contextual application of these activities. An experience that has milestones 14 years apart (2007, the first year of the first experience and 2021, the last sessions attended) that will hopefully show the importance of literary reading - and the impact of this importance - outside of universities and colleges where literature is taught or where how to educate readers is part of how to educate children. The aim of this chapter is also to consider the tangential interdisciplinarity of literature and information. Literary education takes not only care of the beginning of the process, when methodologies are proposed for working with children on a book or a text at the moment that coincides with the moment of learning how to read literature. It is also about accompanying the process that leads from the hands of the adults who create the book (authors, illustrators, editors) to those who buy it to give it to children (booksellers, librarians, and all the other adult educators including awards’ jury). It is still also to consider the act of reading becoming more demanding with what is read and provides another maturity to the reader; that the reader becomes more critical of the texts, but also of the realities that surround him/her. The author considers that this is reason enough for literary studies to have the place they deserve, pragmatically oriented, in the humanities and social sciences along with information and communication sciences.