Teaching Children’s Literature and Reading for Fun at University

Abstract

The debate on reading and the formation of readers has gained relevance in the university context in recent years. The growing interest in understanding how to promote the pleasure of reading among future teachers and other literary mediators has become a shared challenge for research, teaching practice and educational policy. This issue of the Journal of Literary Education, born out of the 3rd Fostering Dialogue Conference - Teaching Children’s Literature and Reading for Pleasure in the University, invites reflection on how literary mediation can transform our relationship with books and how higher education institutions can help consolidate a living, pleasurable, critical and affective reading culture.