In this day and age of multi-media consumption and virtual communication the interest in the book as a traditional free time companion is not necessarily self-evident, may even dwindle. Many young people are fascinated by the vast variety of visual stimuli computer screens offer, are mesmerized by the choice of virtual games and activities. In this contest with other multi-textual media books easily lose their appeal for young readers. Yet since they provide food for thought and actively stimulate the reader’s imagination, their consumption can be as rewarding. This project aims at a rediscovery of reading books. Pupils are asked to share their experiences with books, voice their attitude towards reading books, consider the book as a commercial product, enter a creative dialogue with books, invent activities in connection with the book, establish a reading partnership and, finally, evaluate their project work.

• Materias: Arte , Lengua y literatura , Lenguas extranjeras , Medios de comunicación , Música
• Idiomas: ES - DE - EN - FR - IT - RO
• Edad de los alumnos: 12 - 19
• Herramientas a utilizar: Chat, email, Foro, Otro software (Powerpoint, video, fotos y dibujos)
• Objetivos: Our general aim is a re-evaluation of books among teenagers by creating awareness of young people’s media consumption, specifically their... más informaciónOur general aim is a re-evaluation of books among teenagers by creating awareness of young people’s media consumption, specifically their attitude towards books. The aims in particular range from arousing interest in books, providing access to books, promoting the reading of books, assisting the critical assessment of books, widening pupils’ perspectives on the social importance of books, elaborating pupils’ cultural understanding, triggering pupils’ creative potential. Intercultural learning will be possible when pupils work in a European team and choose a second language for communicative means, organize their project work, define some tasks together and thus widen their social skills. They may also learn to cope with setbacks, if cooperation involves problems. Pupils will be confronted with different literary tastes and expressions of likes and dislikes and will have to develop a means to react appropriately, i. e. with tolerance to different cultural perspectives. They will sharpen their sensitivity for cultural traditions, values and norms. ocultar
• Proceso de trabajo: The project starts at the beginning of March 2009 and finishes by October 10th, 2009. There are five stages within this... más informaciónThe project starts at the beginning of March 2009 and finishes by October 10th, 2009. There are five stages within this project. Each STAGE consists of various tasks, not all of them are optional. At least two of these tasks for each STAGE are chosen by the teachers and are the basis for intercultural exchanges. Teachers decide in the first month of the project (March) which two tasks per STAGE they want to deal with. More tasks or other tasks not yet mentioned can be introduced by the pupils, depending on the amount of time available to each school. Each STAGE should not last longer than two months, so that all participants follow the process more or less simultaneously (short school breaks considered). STAGE I (March – April): Creating awareness of pupils’ attitudes towards books: 1. Gaining access to books: Library, bookshops, presents, friends 2. Reading habits: 2.1.When do I read 2.2.What do I read (fiction or non-fiction, types of books) 2.3. How do I read (how many books at once, in a comfortable place, in public places, with or without food, music) 2.4. Reading habits in other countries (cf. England: bookbars) STAGE II (April – May): Pupils exchange their experiences with books 1. Reading experience: 1.1. My most favourite book ever 1.2. My most favourite author 1.3. The book I could not finish reading 1.4. The book I have already read twice 1.5. The book I wish had a sequence 1.6. The book I would give my best friend as a present 1.7. The book I hope will be written soon 1.8. My attitude to various types of books: school books, recipe books, manuals, song books, workbook, travel guides, diaries, friends book 1.9. Unusual types of books: e-books, audio-books, short books 1.10.Intertextual references in books: books read in books; 1.11.Books as metaphors 1.12.Proverbs on books and readers: international comparison 1.13.Books and reading public 1.14.Illiteracy and its consequences: reading as a privilege 2. The book as a commercial product: 2.1. Bestsellers 2.2. Marketing strategies of books: merchandising 2.3. Censorship 2.4. Book Awards 2.5. Book Competitions: My nicest first sentence; Shock your teacher, read a book 2.6. Jobs in connection with books: writer, bookbinder, editor, bookseller 2.7. Bookstore concepts STAGE III (May – June): Pupils’ creative dialogue with books 1. Creative gaps in books: 1.1. If only he/ she had … - Inventing alternative plot versions 1.2. If I were character X, I would … - Changing perspectives 1.3. My imaginary encounter with a fictional character 2. Riddle competition: Who is who 3. Transgressing genre boundaries: turning short stories into poems; poems into stories 4. Experimenting with text types: writing recipes for travel guides; instruction manuals for a brochure 5. Making the printed word visual: creative presentations of the book: drawing, painting 6. Making the printed word audible: creative presentations of the book: song, rap, rhyme 7. Praising prose: ode to the book, limericks, stories on books 8. Inventing games in connection with a book: crosswords 9. Designing one’s own book cover 10. Creating bookmarks 11. Making advertisements for books 12. Creating a book STAGE IV (June – July): Pupils invent activities in connection with the book 1. Writing book reviews 2. Designing a questionnaire 3. Guided tours of the school library 4. Poetry competition 5. Poetry reading 6. Creative presentation of a book: quizzes, reading, games, costume drama, dance 7. Visit to the local library 8. Invitation of a librarian, bookbinder, bookseller, writer 9. Establishing contact to a writer by writing a letter 10. Book rally 11. Research on famous authors 12. Exhibition of project work 13. Documentation of the project in form of a book 14. Book sale STAGE V (July – August): Pupils’ reading partnership 1. Pupils design a competition that promotes reading e. g. each individual pupil agrees with his or her European partner to read the same book during the summer holidays and exchange ideas about their experience STAGE VI (September - October): Pupils’ evaluation of their project work 1. Has the attitude towards books changed? 2. Has the reading habit changed? 3. What have you learned about the participating pupils and their culture? 4. Which aspect of the project work did you like particularly? 5. In which respect could the project work have been improved? How? ocultar
• Resultados esperados: Exchange of text messages on the forum, power point presentations, texts on attitudes towards books, questionnaires, handmade artefacts such as... más informaciónExchange of text messages on the forum, power point presentations, texts on attitudes towards books, questionnaires, handmade artefacts such as bookmarks, posters, riddles, games, drawings, photos, videos. ocultar

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