Educating for reading in the public library. Read aloud practices as accessible and democratic tools

Abstract

First purpose of the article is to investigate the central role of reading in the public library, considered as the best informative mediation place, and to explore the social and the relational dimensions of the library service, analysing the power of reading (particularly the power of reading aloud), especially as an educational practice, able to create empowerment of the citizens. The article explores the main aspects about reading aloud and motivation to read: the lack of early and family literacy as risk factor and the school, which often can’t convey the reading for pleasure free from teaching duties. The article wonders if reading may be really for everyone, and how it can be accessible through reading aloud, as caring and empowering practice. The article shows the possibility to learn literacy skills through read aloud stories, during an emotional and relational process, which enhance the auditory canal and draw attention from the reader to the listener. In this way, it’s possible to create an alternative reading experience to the independent and silent one, especially caring for those who struggle dealing with books. In the last part of the article is highlighted how the contemporary public library has to focus its actions upon the reading aloud activities, alongside the change in the role of the librarians, key figures in creating a real educating community