This contribution is part of my thesis research begun in 2019 and still in progress. The state addresses two main axes: (1) The political, educational and social concern to promote reading and the lack of interest of some groups in this. (2) Literacy as a multidimensional notion, multi-literacy and critical literacy. Aspects which, in a highly digitalised and visual world, play a fundamental role in the way texts are coded and decoded. The question that guides this research is the following: how is the relationship with reading built-in young people in the digital era?

At a time when collective life and community networks are under continuous siege, practices and habits that contain the capacity to weave community reappear. Reading becomes one of these practices, in fact, it is the cornerstone that generates communities of multiple formats and characteristics; reading groups, virtual communities of readers, independent publishing projects, meetings of readers of diverse genres, etc. At the same time, one of the current academic concerns is that in normative and/or traditional learning environments, reading frequency or the ability to concentrate and understand the readings decreases and is difficult to achieve (Wolf, 2020; Baron, 2008, 2015; Carrington & Robinson, 2009; Coiro & Dobler, 2007). The promotion of reading and in return the lack of interest in it is a political, educational and social concern (Aliagas-Marin, 2008). This concern is mainly focused on the reading habits of young people. The stimuli of new technologies, social networks or television have changed the dynamics and devices of the reading habit (Cruces et al, 2017; Lluch, 2010).  

Since the end of the 20th century, the birth of digital technologies and the rise of "new media" have transformed the means by which knowledge is legitimised, distributed and consumed in the so-called developed world.  The concerns surrounding the condition of reading are re-emerging in a new context. Reading practices and identities, in the digital age, are the object of study and theoretical discussion in a number of disciplines. In particular, education, literacy studies, digital literacy, psychology, library science and information science, as well as studies on the interaction between subjects and digital technologies (Liu, 2005; Zichuhr et al. 2012 in Rutherford, 2017; Clark and Rumbold, 2006; Dickenson, 2014; Franzak, 2006). 

In this context students not only work with the written word in relation to books but in their learning process image, sound, visual and interactive resources are involved (Alvermann et al., 2012). Young people with access to these digital technologies explore and develop multiple literacies in diverse but connected contexts; such as at school, in complementary and extra-curricular activities or in recreational spaces where new technologies are involved. However, sometimes the boundary between academic and non-academic can be illusory (Alvermann et al. 2012; Alvermann and Moore, 2011). Students develop these literacies beyond academic requests, contrary to the cataloguing of what it means for a person to be a reader. Many learners who claim not to read participate in virtual communities linked to fiction texts or follow literary profiles on social networks (bookstagrammers or booktubers, for example). All the platforms mentioned generating new forms of relationship with reading, broadening its meaning and presenting new challenges for literacy studies, as well as multiple didactic proposals for its development.  

This research is based on the interest in studying the relationship with the reading experience of a group of young secondary school students participating in a project to promote reading in the Barcelona metropolitan area. 

In relation to the methodological perspective of the research, I propose a case study that is developed in multiple scenarios. The case study will focus specifically on the First Literary Dates project. This specific methodological approach makes it possible, firstly, to present the particularities of the research, paying attention to the significant details of the context, together with all the agents involved, considering the reality being studied in a holistic way. Secondly, an opportunity to learn and create synergies between what is researched and my own position as a researcher (Stake, 1998). Thirdly, as it is a unique and concrete device, "the interest of this approach lies precisely in understanding and interpreting the case from its uniqueness" (L.A.C.E. Group, 2013, p. 9). Fourthly, to pay attention to the peculiarities and complexities of each scenario that is opened up: conversations with students, with teachers, collective meetings, etc. Finally, by taking into account all the previous experience and in relation to the project on which it is focused, this approach makes it possible to construct the information according to the different prisms that coexist. For the future construction and study of the case "it is fundamental to detect the issue or issues being studied" (ibid). For this reason, by overlapping multiple scenarios and times, from which threads emerge that become entangled, it also means adapting the tools and strategies according to the particularities of each encounter or question. Because if you research with young people, people (other), you cannot observe them as entities independent of their context (Onsès, 2018), in the same way, that as a researcher you are not alien to them. In other words, to access new areas of knowledge we need different questions and use different methods (Lather and St. Pierre, 2013). Depending on the different viewpoints that may converge, some methods or others will be necessary for an embodied theory that constructs the information of the study and that accounts for the voices and subjectivities involved in the research. To this end, arts-based research (Barone and Eisner, 2006) also provides a coherent methodology for this research. Adopting an artistic form of the social sciences allows for a different form of representation (Richardson & St Pierre, 2005). It also makes it possible, as proposed by Connelly & Clandinin (1995) "to pay attention to the way we situate ourselves in relation to the people we work with" (p.20).

The main objective of the research would be to investigate the experience of young readers participating in projects or literary environments, in order to reveal how students' narratives about their own reading experiences (both past and present) are articulated as resources that are then mobilised within the learning processes, both inside and outside the institutions. I propose, in the first place, to reconstruct their reading life history through the reading experiences they remember, emphasizing those that have had a certain influence on the attachment or detachment of their reading habit. Secondly, to explore to what extent and how, through these experiences, participants have built a reading relationship and a different point of view towards reading. As expected outcomes of the thesis, I hope to enrich the debate on how reading practice intervenes in different social and academic contexts. In the era in which we live, it is fundamental to question and investigate practices that promote critical thinking and subvert totalitarian realities.

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