Reading Mentors,
reading that spreads
Since 2019, the School of Communication a program to promote meaningful reading within the university community. Today, the initiative—in which more than 600 students have already participated—is part of project “Reading for Meaning and Purpose” (REMAP), led by the University of Navarra.
En Like a novel, Professor Daniel Pennac (Casablanca, 1944) champions a wonderful and subversive idea: young people can read for pleasure and without pressure. With this mission in mind, Reading Mentors was launched in 2019 Reading Mentors , a financial aid program, launched by the School of Communication. Its goal promote for pleasure and meaningful promote that can transform and enrich the lives of college students.
Through group sessions, the program aims to foster a habit of reading among students and enhance their curiosity and independence in this area. Furthermore, in an increasingly digital world, it helps build real communities and connections. To date, more than 600 students have participated in the initiative, which has been part of the project Reading for Meaning and Purpose (REMAP)project , led by the University of Navarra.
AN IDEA THAT WAS BORN IN THE HALLWAYS
The project the informal weekly meetings held by the teachers Beatriz Gómez and Josean Pérez with a group students to discuss books, movies, and the texts they were writing. “I realized that the students’ enthusiasm could be very useful in encouraging first-year students to read, because they share interests and concerns and would have a much greater influence on them. I proposed the idea to them, and they accepted it with enthusiasm,” recalls Gómez, who coordinates the program alongside professor Leire Escalada.
The pilot program, made possible by the students’ generosity and the initiative of their teachers, was a success. “The first year was phenomenal. I was worried the project with that class, but the first-year students were so happy that many asked to become reading mentors when they reached their third year. And it’s continued that way to this day,” explains Gómez.
"The first-graders were so happy that many of them asked to become reading mentors when they reached third grade. And it's been that way ever since."
BEATRIZ GÓMEZ
Reading Mentors Program Coordinator
Members of Reading Mentors alongside School of Communication Gómez and Leire Escalada, professors at the School of Communication and coordinators of the program
VOICES FROM THE PROGRAM
Students mentoring students
The groups operate according to a simple and flexible structure. About twenty upperclassmen—reading mentors —divided into pairs, meet weekly with groups of first-year students in theOral and Written Communication subject to engage in reading-related activities. These one-hour sessions combine the reading mentors’ creative freedom to design activities, professor support professor an atmosphere of trust, safety, and respect.
André Quispe
11th Grade: Philosophy and Journalism
André Quispe, a Peruvian student in his fifth year of Degree dual Degree Philosophy and Journalism, has been involved with project throughout his university career. First, as a participant in the reading groups, and for the past three years, as tutor. The student describes the experience as“educational and social”: “I’ve made some very good friends, both among the reading mentors and among the students. It has also taken my reading to new levels—more analytical and intertextual—which fosters my curiosity and my ability to connect what I’ve learned and distill it so I can explain it. Now, in addition to reading for entertainment, I read to share what I’ve learned. And good reading always cultivates empathy.”
Olga Valderas
4th Audiovisual Communication
Her colleague Olga Valderas, a fourth-year Audiovisual Communication student from Pamplona, also participated in the reading groups during her first year and has been a mentor for two years.“Reading Mentors encouragesme to challenge myself and step outside my comfort zone. Not only because I read more and a wider variety of books, but also because I do it differently. I pay attention to the details while also thinking about how I’m going to approach it with the students. I see the book through different eyes,” she explains.
Both were already strong readers when they arrived on campus being part of this program has allowed them to develop new skills and share their passion with other students. “The main challenge — challenge at the same time, the most rewarding part—is finding the balance between being their friend and acting as a sort of teacher. That’s why Reading Mentorsworks, ”explains Valderas. For his part, Quispe notes that he has been “lucky to always find students who are very receptive.” The students are very honest in admitting that reading isn’t their favorite activity, but after a few sessions, their responses change, and you can understand why.”
"Now, in addition to reading for my own enjoyment, I read to share what I’ve learned. And good reading always fosters empathy."
ANDRÉ QUISPE
Fifth-year student in the dual Degree Philosophy and Journalism
Anna Baer
1st Journalism
Anna Baer, a first-year journalism student from Colombia, admits that before joining the program she “rarely” found a book that managed to capture her interest, so reading had become a “monotonous pastime.” However, within a few weeks, she stopped seeing reading as “an academic obligation”: “Now I read more consciously. By discussing so many ideas and narrative techniques, I’m much more attentive to each author’s intent, tone, and style. Reading is very staff discussing it with my classmates and mentors opens up many more possibilities and interpretations. After these sessions, I feel very inspired and eager to reread the book.”
She has even developed her own reading system: “I usually highlight phrases or words in two colors. Yellow for phrases I like because they resonate with me—whether because of their essay, their striking imagery, or their powerful tone. And purple for those that contain core topic the development . I get excited when I want to highlight something in both colors because it means I’m really connected to the book.”
Nicolás Corredor
1. Audiovisual Communication
Nicolás Corredor, a Guatemalan student in his first year of Audiovisual Communication, is also sample about the project. “The experience has been quite enriching. I’ve discovered books I would never have read on my own, and I’ve really strengthened my reading habit. Now I probably read three times as much as I did before,” he says. So much so that he’s even bought a Kindle. For him, the role of mentor reading mentor essential: “The fact that they’ve had a college experience similar to ours and that we’re around the same age helps us connect better and take their recommendations more seriously.”
THE SHARED CANON
One course, ten books
OneOne of the keys to the success of Reading Mentors is the variety of activities implemented internship each session. The core of the program consists of the ten readings each student must complete during the course, which include novels, short story collections, essays, memoirs, comics, chronicles, and feature articles. The aim is for these works—which students freely choose from a suggested list—to be meaningful, connecting with the student body addressing universal or current topics.
During the sessions, they also read and discuss short stories, poems, and plays; write collaborative stories; organize discussions; draw connections between literature, film, TV shows, photography, and music; and explore books through a approach playful approach , such as by solving Kahoot quizzes. Some meetings even take place outdoors, and they also hold events on special occasions such as Christmas or Book Day. “It’s amazing how creatively the tutors come up with new activities to encourage reading. A book read is a victory for all of us involved in the project, projectsays Quispe.
Throughout the school year, reading mentors receive support and guidance from the coordinating teachers, with whom they meet regularly. During these meetings, they collectively evaluate development sessions development , share ideas, and address any challenges that may arise.
Among the titles are...
•Someday this pain will serve you well (Peter Cameron)
•Jane Eyre (Charlotte Brontë)
•Wind chill (Mayte López)
•The Suitcase (Sergei Dovlatov)
•An Education (Tara Westover)
•Journey to Unimaginable Lands (Dasha Kiper)
•Persepolis (Marjane Satrapi)
•The Road (Cormac McCarthy)
A source INSPIRATION
Is it possible to replicate Reading Mentors?
OneOne of the goals of this Reading Mentors program is to serve as an inspiration for other Schools universities anywhere in the world. To achieve this, Gómez notes, it is necessary to “set aside time and create meeting spaces with students to listen to them, get to know them, and involve them more in the mission statement .” As a student, Baer believes that “building the habit and enjoyment of reading requires these subject spaces—more relaxed and social ones. Learning to read in company is much more motivating than doing it alone.”
In this regard, the professor emphasizes that “the project possible because we have brilliant and generous students in the department who are willing to give their time and ideas to help their peers read more and better. A love of reading is contagious, and now that it’s so hard for them to find the time and peace of mind to do so, this initiative is more necessary than ever.”
Members of REMAP (Reading for Meaning and Purpose)
Reading Mentors is one of the four pillars of REMAP ‘Reading for Meaning and Purpose,’ a project Erasmus+ project coordinated by the Center for Civic Humanism at the Institute for Culture and Society. Based on the conviction that reading is essential to the training of students in any Degree, it seeks to offer educational resources that help university and high school teachers promote meaningful promote .
This is a university-led research project that will run until the fall of 2027, involving the University of Amsterdam (Netherlands), the University of Latvia, and the Bratislava International School of Liberal Arts (Slovakia), as well as the network educational institutions within group , particularly high school (Loiu, Vizcaya).
Alongside the Reading Mentors program, the project promoting three other lines of work: a guide meaningful reading; a subject designed to help students develop reading habits and improve their intellectual reading skills; and a training program training university professors. Through these resources, the aim is to foster the training “lifelong readers”across Europe—that is, people for whom reading is a valuable and enriching habit that accompanies them throughout their development and staff development .
In 2019, Reading Mentors received an scholarship , which helped launch the publication of Cuenta, an annual anthology featuring the best stories written by students and alumni the School of Communication. Each academic year, students can submit their stories, which are read and selected by a committee , and carefully curated by professors Beatriz Gómez, Josean Pérez, Antonio Martínez Illán, and Lucía Gastón. The editing work that the professors carry out alongside the authors is one of the most enriching phases of the process. The publishing house , led by Daniel Franco, former student the School of Humanities and Social Sciences, is responsible for publishing the works. To date, six volumes have been published, illustrated by the students themselves.