Editora base/ Base editor

 Rocío Marivel Díaz Zavala, U. Nacional San Agustín de

 Osbaldo Turpo Gebera, U. Nacional San Agustín de

 Almudena Barrientos Báez, U. Complutense de Madrid,

 Fernando Azevedo, U. do Mihno, Portugal

 María Victoria Mateo García, UAL, España

 Marta Sanjuán Álvarez, U. de Zaragoza, España

 Xaquín Núñez Sabarís, U. do Minho, Portugal

 Sergio Arlandis López, UV, España.

 Emilia Smolak Lozano, UMA, España.

 Eugenio Maqueda Cuenca, UMA, España

 Ana Cea Álvarez, U. do Minho, Portugal

 Inmaculada Guisado Sánchez, UNEX, España

 María Auxiliadora Robles Bello, UJAEN, España

Universidad de Málaga

https://doi.org/10.24310/isl.19.2.2024.19178

Reception: 01/03/2024

familiarization with the data, the search of themes or patterns, the revision and the presentation of the results. In the

content review, 5 common patterns were found: reading for pleasure and as a development of creativity, reading to inquire

and learn to learn, reading as a space for meeting and plurality of thought, reading as a collaborative action, and reading

and the networked society. The analysis of the results has served as a reference to propose, in the form of a decalogue,

some lines of action for good reading practices among young people.

work. Even though there have never been as many readers

as there are today, nor as much reading as there is today,

reading is still not fashionable among teenagers. This is

reflected in the data of the Barometer of Reading Habits

and Book Purchases 2021, prepared by the Spanish

Ibáñez et al., 2020), and those who do practice it are usually

critical of the work done in schools, which devotes more

al., 2016). Therefore, there is a need for initiatives that

connect with the expectations and perspectives of young

people, contribute positively to their training, and ensure

experiences that reveal the possibilities of reading” (Mekis

& Anwandter, 2019, p. 37).

In Spain, we are currently witnessing a change in the legal

framework with the implementation of Organic Law

requirement does not represent a drastic change with

respect to previous educational laws, where the importance

of daily reading for the promotion of the reading habit was

show how young people create spaces of collaboration and

belonging through reading communities.

In this sense, the school library is presented as a space close

of the reading habits of the youngest. It is a safe and

welcoming place where reading can be enjoyed, where

sense of community around books and reading can be

created.

But is the mere presence of a school library enough to

improve pupils’ reading habits? In fact, it is not. If only it

were that simple. Once again, scientific literature tells us

(Santos Díaz, 2017; Albelda-Esteban, 2019); b) promote

Calle, 2019); c) use technological tools for the integral

formation of students (Durban Roca et al., 2013); and d)

are attractive and renovated places (Alcaraz Hinojosa,

2020).

School libraries in Andalusia have been in good health for

years, even though today the Spanish state still lacks an

articulated school library system (García Guerrero, 2015).

Specifically, Andalusia has a network of libraries for each

of its provinces, meetings, conferences and courses for the

training of managers and support teams, reference

documents (known as RDs), the Andalusian school library

teaching and learning environments with the capacity to

lead programs and interventions related to the promotion of

the reading habit among young people.

This is what this study is about: to find out about common

patterns of reading practices and the most common ones.

To know common patterns of reading practices that have

the school library as a backbone. This is done by librarians

who have received special training, who see the school

library as a resource centre for teaching and learning, who

know and use different actions to promote reading and

1. To know what reading practices are carried out

2. To identify the common patterns of these reading

3. To define and name the criteria observed so that

The study of reading experiences carried out from the

school library is essential, since it contributes to analysing

Among the different sections of the journal, it was decided

articulates experiences carried out in primary schools (13),

This was the tool used for our analysis, based on precedent

models (Lluch & Sánchez-García, 2017) and on the

Figure 2: Year of publication of the articles in the analysis

corpus

Note: Own elaboration

Regarding the origin of the articles (Figure 3), the province

of the school where the authors signed the presented work

was taken into account. The data show heterogeneous

results, with Malaga (32% of the articles) and Cadiz (25%)

being the provinces with the highest number of proposals.

Figure 3: Province of origin of the articles

(10% each) and Almeria (3%). For the province of Jaén, no

terms of good practices. This fact would coincide with the

Andalusia, being a pioneer in its creation and formation

(García Guerrero & Sáenz Francés, 2007).