Shared reading of picture books: educational practices and dimensions of care and well-being between school and university
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Abstract
This paper analyses the use of picture books and silent books with adolescents, exploring their value as meaningful reading practices even beyond childhood. It presents a workshop held in a university library with 40 students (aged 14–16) from a socio-pedagogical high school, focusing on shared reading as a relational, reflective and well-being-oriented experience. The activity integrated shared reading, individual reading and moments of sharing, encouraging listening, emotional expression and dialogue. The data, collected through written feedback, were analysed using thematic qualitative analysis. The results show how the mediation of illustrated books and silent books can support participation, meaning-making and self-awareness in adolescence. From this perspective, children’s literature emerges as an accessible educational resource, capable of activating learning and wellbeing in different educational contexts, within the framework of lifelong and lifewide learning.
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