Schools today represent one of the most important challenges for the development of reading literacy: classes with a high number of students from different social and cultural backgrounds generate heterogeneous situations in which it is increasingly difficult to achieve the high levels of literacy required by modern society (OECD, 2013, 2016; ISTAT, 2017). Teachers and educators can effectively contribute to the development of competent readers; but in many countries, as in Italy, there is no compulsory professional training specifically focused on the literacy education (Elinet, 2016). It is therefore evident the need to establish a new communicative relationship with teachers and educators at all levels of education. This session presents the distance learning program Invito alla lettura – Rai Scuola that uses TV and online courses for the professional development of teachers in the field of reading literacy (Mascia T., 2017, 2018). The contents of the programme are the result of a selection of studies and approaches used around the world to teach and promote literacy (Eurydice Network, 2011; EU High Level Group, 2012; Forum del Libro, 2015; Elinet 2016) and can be integrated with the National Guidelines for pre-school and first cycle education curricula (MIUR, 2012). Main goals of the programme include: improving the quality of teaching (EU High Level Group, 2012), promoting the exchange of good reading practices that can be replicated by teachers in the classroom and focusing on the importance of reading in the family. Invito alla lettura - Rai Scuola includes two television series with twenty episodes, always available on the web and accessible remotely, addressed to teachers and educators of kindergartens, primary and secondary schools. The programme is capable to reach a wide audience and those areas of the country where there is greater need for training, disseminating the new knowledge of literacy achieved today through the international research. Produced by the national TV RAI Cultura and promoted as a best practice for literacy by CEPELL, the Centre for Books and Reading, body of the Ministry of Cultural Heritage and Activities (Italy). The programme has been included in a literacy curriculum for teachers evaluated through a qualitative and quantitative multi methodology. This session will also provide some of the results of the evaluation.

EU High Level Group of Experts on Literacy (2012). Final Report. Luxembourg: Publications Office of the European Union. Eurydice Network (2011). Teaching Reading in Europe, Contexts, Policies and Practices. Education, Audiovisual and Culture Executive Agency. Forum del Libro (2015). Esperienze Internazionali di Promozione della Lettura. QUADERNI DI LIBRI E RIVISTE D'ITALIA, vol. 65, p. 91-219, Roma: Ministero per i beni e le attività culturali - Centro per il Libro e la Lettura. Elinet Garbe C., Mallows D., Valtin R. (2016). ELINET Country Reports. Frame of Reference. European Literacy Policy Network (ELINET). ISTAT (2017). La Produzione e Lettura di Libri in Italia 2016. ISTAT. Mascia, T. (2017). Invito alla lettura - Rai Scuola [serie TV]. Rai Cultura: Roma. Retrieved from http://www.raiscuola.rai.it/programmi/invito-alla-lettura/265/1/default.aspx Mascia, T. (2018). Invito alla lettura. Formare lettori indipendenti - Rai Scuola [serie TV]. Rai Cultura: Roma. Retrieved from: http://www.raiscuola.rai.it/programma-unita/invito-alla-lettura-formare-lettori-indipendenti/315/-1/default.aspx MIUR (2012). Indicazioni Nazionali per il Curriculo della Scuola Dell’Infanzia e del Primo Ciclo di Istruzione. Roma. OECD (2013), PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy, OECD Publishing. OECD (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. PISA, OECD Publishing, Paris.