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Posljednjih godina predstavljen je velik broj istraživanja koja ukazuju na sve manji interes za čitanjem među mladima. Mladi su istovremeno sve više izloženi raznim izvorima na stranim jezicima, a dobar dio toga su i tekstovi u digitalnom obliku. Diplomski rad stoga istražuje čitalačke navike mladih u Hrvatskoj u kontekstu čitanja i usvajanja stranih jezika. Prvi dio rada analizira ključne pojmove vezane uz čitanje i čitalačke navike te raspravlja o značenju pojma „pismenosti” u suvremenom društvu. U teorijskom dijelu također su predstavljena relevantna istraživanja o navikama čitanja mladih u Hrvatskoj. Nakon teorijskog pregleda slijedi istraživanje provedeno među dvije grupe učenika. Ispitanici su bili učenici jezične gimnazije i prirodoslovno-matematičke gimnazije u Zagrebu, a cilj istraživanja bila je analiza čitalačkih navika učenika na stranim jezicima. Istraživanje je provedeno pomoću anketnog upitnika koji je obuhvatio različite aspekte čitanja. Istraživanje je pokazalo da među učenicima nema značajnih razlika kada je riječ o čitanju na stranim jezicima. Ipak, učenici jezične gimnazije, koji su kroz nastavu više izloženi stranim jezicima, pokazali su malo veći interes za čitanjem na stranim jezicima. In recent years, a large number of studies have been presented that indicate a decreasing interest in reading among young people. At the same time, young people are increasingly exposed to various types of media in foreign languages, and a good part of it is texts in digital form. Therefore, this thesis studies the reading habits of young people in Croatia in the context of reading and acquiring foreign languages. The first part of the thesis analyzes key terms related to reading and reading habits and discusses the meaning of the term "literacy" in modern society. The theoretical review is followed by research conducted among two groups of students. The interviewees were students of two high schools in Zagreb, one being more focused on languages and the other with more emphasis on science and mathematics. The study aimed to analyze students' reading habits in foreign languages. The research was conducted using a questionnaire that covered various aspects of reading. The research showed that there are no significant differences between the two student groups when it comes to reading in foreign languages. Nevertheless, students whose education is more focused on languages showed a slightly greater interest in reading in foreign languages.

Given the many ways in which adult education, as an important factor of socio-cultural progress and personal growth, has raised a great deal of interest, many studies have given rise to various theoretical approaches to adult education and learning, that still shape research on adult learning at present. Importantly, the social character of literacy is re-vealed in a variety of ways, since nowadays literacy, in its multi-manifestations, has be-come a vital set of competencies and practices, interwoven in the fabric of present-day societies. Numerous studies have attempted to explain the prerequisites and preconditions for the emergence of adult learning and education and trace the path of its establishment and further development. The present paper sheds new light on the history of the Bukovini-an Ukrainians’ (the Ruthenian population) adult learning and education. There remains a neglected area in the field of adult learning education of other nationalities of Bukovina, so there is still a need for its further investigation. It is worth mentioning that experts have always seen Bukovina as a polyethnic and multiconfessional land, but our focus will re-volve around the Ukrainian-speaking adult population’s education, its establishment and development. Traditionally, historical research techniques and approaches can improve the selection of the most appropriate methods to compare data and test theories to fore-cast the possibilities of their development. Therefore, the holistic understanding of adult education is pivotal to achieving our research goals. Given the results, we found out which factors contributed to the continuation of learning that prevailed in the public education policy and the public sphere of Bukovina from 1861 to 1940. Consequently, within the above-mentioned chronological framework, we have classified the process of adult learn-ing and education development in Bukovina into 5 distinct periods. Such findings pointed to significant gains from the participation in adult education classes in a set of well-established and widely spread reading clubs that have become the first adult learning and education centres. Their activities were aimed at facilitating people’s perception of reality, in order to actively and consciously evaluate the ongoing processes in the society, varying from civic engagement and social cohesion to stimulation of their civil stance and the sentiment of national unity. Analyses of literacy practices and the social contexts in which they were embedded emphasized the enhanced adult learners’ participation and their final successful outcomes. This paper stressed the importance of the Folkuniversitet of Cherniv-tsi, which was widely recognized beyond the boundaries of both the city and the region. Altogether, the findings of this study reveal a number of important implications for future research.

La presente investigación pretende ser una aproximación a los procesos de sociabilización y producción de conocimiento feminista que se impulsan desde clubes de lectura del País Vasco. A partir de voces de participantes y dinamizadoras, se realiza un análisis cualitativo de las dinámicas de tales espacios, enfatizando su concepción como puntos de encuentro idóneos para el intercambio.

Čitateljski klubovi zajednice su čitatelja koji se sastaju najčešće jednom mjesečno, pokreću raspravu o pročitanoj knjizi, iznose svoja mišljenja i uspoređuju dojmove. Susreti čitateljskih klubova mogu se održavati na različitim mjestima, od privatnih domova, udruga, knjižara pa sve do knjižnice, u kojima su susreti ipak najčešći. U Hrvatskoj razvoj čitateljskih klubova počinje oko 2001. godine. Čitateljski klubovi najviše se osnivaju u narodnim knjižnicama u Zagrebu i u Rijeci. Svojim djelovanjem potiču čitanje, djeluju na razvoj osobnosti pojedinca, knjižnici donose nove članove te ju stavljaju u središte društvenog života. U ovom radu prikazan je nastanak, razvoj i djelovanje čitateljskih klubova u narodnim knjižnicama u Zagrebu i u Rijeci. The reading club is a community of readers who meet most often once a month, start a discussion about a book they read, express their opinions and compare their impressions. The reading club meetings can take place in different places, from private homes, organisations, bookstores all the way to the library, where meetings are most common. In Croatia, the development of reading clubs began in 2001. The reading clubs are mostly established in public libraries in Zagreb and Rijeka. They stimulate reading, develope individuals’ personality, bring new members to the library and place library at the center of social life. This paper presents the formation, development and operation of reading clubs in public libraries in Zagreb and Rijeka.

Čitateljski klubovi jedna su od vrsta programa koje provode narodne knjižnice. Teoretski dio ovoga rada ističe ulogu narodnih knjižnica u promicanju čitanja, zatim daje kratak pregled povijesnog razvoja čitanja u grupama koji je u konačnici doveo do razvoja fenomena čitateljskih klubova te opisuje sam format čitateljskog kluba s njegovim glavnim odlikama. Također, dio rada posvećen je primjerima dobre prakse provođenja programa čitateljskih klubova u hrvatskim narodnim knjižnicama. S obzirom na to da su čitateljski klubovi postali sastavni dio programa rada Knjižnica grada Zagreba izvršena je analiza njihovih mrežnih stranica te ankete upućene njihovim voditeljima kako bi se pružio detaljniji uvid u njihov rad. Reading clubs are a type of program conducted by public libraries. The theoretical part of this thesis highlights the role of public libraries in promoting reading, and then delivers a brief overview of the historical development of reading in groups, which ultimately led to the development of the phenomenon of reading clubs. This part of the thesis is concluded with a description of the format and the main features of a reading club. In this part reader also can find examples of good practice of implementing reading club programs in Croatian public libraries. Due to the fact that reading clubs have become an integral part of the work program of the Zagreb City Libraries an analysis of their web site(s) has been carried out, which was followed by surveys sent to the leaders of these book clubs in order to provide a more detailed insight into their work.

The diploma thesis deals with free-time reading and is conceived in two parts. The theoretical part deals with reading, leisure time, pubescent readership, influences on children's readership, and support for leisure reading. It also deals with readers' clubs and research in the field of reading. The practical part consists of research in the readers' clubs at elementary schools and kindergartens in T. Šobra in Písek, J.K. Tyl and Záhoří in order to discover what kind of relationship children had to reading prior to attending the reading club and what reading relationship they have after a certain period of time of visiting such a club.

Relatório de estágio de mestrado em Ensino do 1º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2º Ciclo do Ensino Básico, O presente relatório de estágio documenta o caminho percorrido durante a concretização do projeto de intervenção pedagógica, desenvolvido ao nível do 1º CEB, numa turma de 4º ano de escolaridade, e ao nível do 2º CEB, numa turma de 5º ano de escolaridade, tendo como objetivo a leitura e exploração de obras literárias para a construção do conhecimento histórico. Quatro questões orientaram a investigação: a) Quais as potencialidades da leitura e análise de obras literárias para o desenvolvimento da compreensão histórica? b) De que forma é que a leitura contribui para a construção da identidade do aluno e para o seu crescimento? c) Como é que os clubes de leitura contribuem para a formação de leitores autónomos, responsáveis, críticos e fluentes? d) Que papel deverá o professor desempenhar nessa prática de ensino? E os alunos? A metodologia adotada foi de natureza qualitativa e quantitativa, seguindo características do modelo investigação-ação. As estratégias de intervenção pedagógica patentes assentam numa perspetiva construtivista da aprendizagem, uma vez que o aluno teve o papel central durante todo o processo de ensino-aprendizagem, valorizando-se a interação aluno-professor. As conclusões revelam que os alunos desejam alterar os seus hábitos de leitura e percebem que a leitura é imprescindível à aprendizagem de outras áreas como a História, bem como, ao conhecimento do Mundo. Foi ainda percetível o sucesso dos clubes de leitura, na medida em que demonstraram saber ouvir, respeitar e aprender com as ideias dos colegas, utilizando um vocabulário mais rico e cuidado., The present internship report documents the path walked since the beginning of the pedagogical intervention project, developed for 1st CEB level, at 4th grade class, and for 2nd CEB, at 5th grade class, aiming at reading and exploring the literary works for historical knowledge construction. Four main questions were asked through this research: a) Which are the capabilities of reading and analysis of literature for the development of history comprehension? B) In which way is how reading contributes for the identity of the student and its growth? C) How are the reading clubs contributing for the instruction of autonomous,, responsible, critical and fluent readers? D) What role should the teacher have in applying that teaching method? How about the students? The methodology adopted was of qualitative and quantitative nature, following the characteristics of the investigation-action model. The strategies of pedagogic intervention here presented are based in a constructive perspective of learning, with the student having the central role during all the teach-learning process, valuing the interaction between student-teacher. The conclusions reveal that students wish to change their reading habits and they realize that reading is essential to learn about other areas such as History, as well as, gain knowledge about the world and expanding their minds. The success of the reading clubs was perceptible, in the measure that they demonstrated to be able to listen, to respect and to learn from the ideas of their colleagues all while using a richer vocabulary.

V drugi polovici 19. stoletja se je na Slovenskem z razmahom čitalniškega gibanja začelo razvijati društveno življenje, ki je pripeljalo do ustanavljanja najrazličnejših društev z vidno narodnoprebudno vlogo v javnem življenju. Do prve svetovne vojne leta 1914 je nastalo ogromno telesnokulturnih, športnih in gimnastičnih društev, med katerimi je prednjačil ljubljanski Sokol, ustanovljen leta 1863. Sokolsko gibanje je prispevalo telovadno terminologijo v slovenskem jeziku ter edinstven organizacijski ustroj in telovadni sistem. S tem je močno vplivalo na nastanek katoliškega telovadnega društva Orel, ki je leta 1906 nastalo kot odgovor na čedalje bolj liberalno usmeritev Sokola. Telovadno društvo Orel je od slovenskega Sokola prevzelo nekatere organizacijske elemente, slovensko telovadno terminologijo in nekatere osnovne telovadne elemente. Orel se je od Sokola bistveno razlikoval v pomenu telovadbe, ki je zaradi usmeritve na slovensko kmečko podeželje dopolnjevala duševno- in narodnovzgojni vidik katoliških izobraževalnih delavskih društev. V Idriji je odsek telovadnega društva Orel nastal v letu 1907, dve leti kasneje se je ustanovilo še upravno telo, okrožje Orla Idrija, v katero so spadali odseki Spodnja Idrija, Otalež, Cerkno, Črni Vrh in Žiri. Okrožje Orla Idrija je skrbelo za pravilno organizacijsko in tehnično delovanje odsekov in jih zastopalo v komunikaciji s krovno zvezo Orlov. Delovanje okrožja in odsekov je svoj vrhunec doživelo pred prvo svetovno vojno, ko so se leta 1913 udeležili prvega vseslovenskega zleta v Ljubljani. Prva svetovna vojna je presekala delovanje vseh odsekov. Po letu 1918 je odsek Idrija poskušal ohraniti povezovalno in spodbujevalno vlogo pri ponovnem vzpostavljanju nekdanjih odsekov na ozemlju pod italijansko okupacijo. Stopnjevanje italijanske raznarodovalne politike je močno omejilo tudi delovanje idrijskega odseka, ki se je v tem obdobju na okupiranem primorskem ozemlju organizacijsko povezoval z aktivnimi odseki pod okriljem Prosvetne zveze. Fašistični politični pritisk je leta 1926 pripeljal do ukinitve telovadnega društva Orel v Idriji. In the second half of the 19th century, there was a boom in the reading club movement, which gave birth to various societies. These played an important role in the national awakening of the public sphere. The period until the start of the World War I in 1914 saw the establishment of various body culture, sports and gymnastic societies, the most prominent of which was the Ljubljanski Sokol, established in 1863. The Sokol movement played an important role in the history of gymnastics in Slovenia, as it was the first to use the gymnastics terminology in Slovenian language and a unique organizational structure and gymnastics system. Thus, the Sokol movement had a significant influence on the establishment of the Catholic gymnastic association, which was founded as a response to the increasingly liberal philosophy of the Sokol. In some cases, such as some organizational elements, the Slovenian gymnastics terminology and some basic gymnastics elements, Orel modelled themselves on Sokol’s example. The most significant difference between Orel and Sokol was in the role, which the gymnastics played in the former. Due to Orel's focus on the Slovenian agricultural countryside, they viewed gymnastics as complementing the spiritual and national-awakening aspect of the Catholic educational workers’ societies. The Idrija section of the Orel gymnastic society was founded in 1907. 1909 saw the establishment of the administrative body, the Idrija district of Orel, which oversaw the sections of Spodnja Idrija, Otalež, Cerkno, Črni Vrh and Žiri. The Idrija district of Orel took care of the organizational and technical operation of the sections and spoke on their behalf when dealing with the umbrella association Zveza Orlov. The activities of the district and the sections reached their peak prior to World War I, when they participated in the I. Pan-Slovenian Jamboree in Ljubljana. The World War I put an end to the activities of all the sections. After 1918, the Idrija section tried to maintain a linking and encouraging role in the reestablishment of the former sections on the territories under Italian occupation. The increasing Italian denationalization policy significantly restricted the activities of the Idrija section, which during that period linked with other active sections under the helm of Prosvetna Zveza in the occupied Littoral territory. In 1926, the fascist political pressure brought an end to the Orel gymnastic society in Idrija.

The Reading clubs are a type of common cultural and recreational practice today. They carry out activities who involve a lot of people who meet frequently and regularly over very long periods of time. The Reading clubs make a significant impact within the reading practices of each community what is reflected in the use of library services, the trade’s book and public facilities activities’ uses. However, although they are extended and accessible practices, they create an inconspicuous reality. The work’s aim is studying the reading clubs in Aragon today, to contextualize their services promotion and animation of reading. The specific objective is also proposed to characterize the features, types and activities of the clubs, in their contexts and environments, so that it is possible to know and assess the extent of this phenomenon in the autonomous community of Aragon. The study have been consisted of a descriptive analysis, which includes the promoters’ identification and the questionnaire’s development to gather the necessary information Los clubes de lectura constituyen un tipo de práctica cultural y recreativa bastante extendida. Desarrollan actividades que involucran a un número amplio de personas, que se reúnen frecuente y periódicamente, a lo largo de periodos de tiempo muy extensos. Los clubes de lectura producen un impacto considerable dentro de las prácticas de lectura de cada comunidad, reflejado en el uso de los servicios bibliotecarios, el impulso de actividades relacionadas con la cultura, el comercio del libro y la utilización de equipamientos públicos. No obstante, aunque son prácticas habituales y accesibles, conforman una realidad poco visible. El objetivo de este trabajo es estudiar los clubes de lectura en Aragón en la actualidad, contextualizando las actividades que desarrollan dentro de los servicios de promoción y animación de la lectura. Como objetivo específico se propone también caracterizar de forma detallada los rasgos, la tipología y las actividades de los clubes de lectura, en sus contextos y entornos, de manera que sea posible conocer y valorar la extensión de este fenómeno en la comunidad autónoma aragonesa. El estudio ha consistido en un análisis descriptivo, que incluye la identificación de las entidades promotoras y la elaboración de un cuestionario para recabar la información necesaria, lo que ha permitido obtener una visión de conjunto amplia y expresiva.

Los clubes de lectura constituyen un tipo de práctica cultural y recreativa bastante extendida. Desarrollan actividades que involucran a un número amplio de personas, que se reúnen frecuente y periódicamente, a lo largo de periodos de tiempo muy extensos. Los clubes de lectura producen un impacto considerable dentro de las prácticas de lectura de cada comunidad, reflejado en el uso de los servicios bibliotecarios, el impulso de actividades relacionadas con la cultura, el comercio del libro y la utilización de equipamientos públicos. No obstante, aunque son prácticas habituales y accesibles, conforman una realidad poco visible. El objetivo de este trabajo es estudiar los clubes de lectura en Aragón en la actualidad, contextualizando las actividades que desarrollan dentro de los servicios de promoción y animación de la lectura. Como objetivo específico se propone también caracterizar de forma detallada los rasgos, la tipología y las actividades de los clubes de lectura, en sus contextos y entornos, de manera que sea posible conocer y valorar la extensión de este fenómeno en la comunidad autónoma aragonesa. El estudio ha consistido en un análisis descriptivo, que incluye la identificación de las entidades promotoras y la elaboración de un cuestionario para recabar la información necesaria, lo que ha permitido obtener una visión de conjunto amplia y expresiva. The Reading clubs are a type of common cultural and recreational practice today. They carry out activities who involve a lot of people who meet frequently and regularly over very long periods of time. The Reading clubs make a significant impact within the reading practices of each community what is reflected in the use of library services, the trade’s book and public facilities activities’ uses. However, although they are extended and accessible practices, they create an inconspicuous reality. The work’s aim is studying the reading clubs in Aragon today, to contextualize their services promotion and animation of reading. The specific objective is also proposed to characterize the features, types and activities of the clubs, in their contexts and environments, so that it is possible to know and assess the extent of this phenomenon in the autonomous community of Aragon. The study have been consisted of a descriptive analysis, which includes the promoters’ identification and the questionnaire’s development to gather the necessary information

The research presented here relates to the project “ Reading together” initiated by the University of Geneva. In this project, pupils of 10-11 years, who come from families of lower socio-economic status and attend schools underprivileged districts of the suburbs of Geneva, take part in “ reading clubs” led by university students. The clubs offer the children the opportunity to read and discuss the books belonging to the domain of youth literature. The results of the study concern, first of all, the pupils’ perceptions of the effects of the project and of the relationship between the reading and their future activities. They concern, secondly, the perceptions of the project by the teachers of the classes to which the pupils belong and by the students who conduct the reading club activities. Comparison of the data shows the similarities and differences between the perspectives of the children and the adults., La recherche présentée ici porte sur le projet «Lisons ensemble » initié par l’Université de Genève. Dans le cadre de ce projet, des élèves de 10-11 ans, issus de milieux socio-économiques modestes et scolarisés dans des quartiers défavorisés de la banlieue genevoise, participent à des «clubs de lecture » animés par des étudiants. Les clubs permettent aux enfants de lire et discuter des livres de littérature de jeunesse. Les résultats de l’étude portent, d’une part, sur les perceptions des élèves des effets du projet et des rapports entre la lecture et leurs activités futures. Ils concernent, d’autre part, les perceptions du projet par les enseignants des classes auxquelles appartiennent les élèves et par les étudiants accompagnateurs des clubs de lecture. La mise en relation des données montre les similitudes et différences entre les perspectives des enfants et des adultes, Veuthey Carole, Allal Linda. «Lisons ensemble» : un pont entre l'école et la maison. In: Les dossiers des sciences de l'éducation, N°15, 2006. La littérature de jeunesse à l’école. pp. 63-75.