"""ENHANCING BOOK READING"" project aims has been an education project predominatelycentred on “ENHANCING BOOK READING, CHANGING INTO PRACTICAL ACTIVITIES” and hasbeen taken students to read much more, to be more active through their participation indifferent activities such as ICT, Arts, Literary, Media, Social and Volunteering. Its main move hasbeen “ACTIVE AND EDUCATED CITIZENSHIP”. This partnership has been developed by schoolsfrom Spain, Slovenia, Italy, Poland and Turkey.According to research made by the American Academy of Arts & Science, that made aninternational comparison of the percentage of adults and teens “including people ages 14–64.Books read were for pleasure, not for work or school”, the population having read at least onebook in the previous 12 months; The IT:64%; SI: 56%; ES: 54%; PL: 54%; TR: 21%.OBJECTIVESOur students have become active readers and they have improved their skills on how to createtheir own quality products from the books they have read. We have endeavoured to makebooks more important again since they are a vital source for real information.With this project, we have managed to increase the amount of reading books in our schools’curricula. With the project we have decreased the lack of book reading and increased theaverage level of book reading in our schools’ curricula.ACTIVITIESTwo types of action have been included in this project.-Students have read different kinds of books such as Novels, Poetry, Biographies, Philosophy.-They have improved their literacy levels and have developed activities such as SCENARIO,writing essays, creating a poetry magazine, filming and editing short FILMs. Each partner hasread their own national authors and, when they came together in the LTTA meetings, theyshared them and produced their activities together.METHODOLOGYWe have created project clubs in each partner school and have invited the students to join theclub. A minimum of fifty students have been involved. Five different teams have been formed:Literature Team, ICT Team, Culture Team, Magazine Team, Arts Team. Each team has had tasksfor a certain period of time regarding the different planned stages and activities of the project.There were four LTTAs in two years and 1TM at the beginning of the project. Teachers haveinvolved the students in order to do all kinds of activities (book reading, creation of scenario,magazine, making short FILMs, etc)PARTICIPANTSIn the project, students have been our main target and its stages were planned for them.Teachers have been coaches and beneficiaries in this whole process. Other participantsincluded have been the administrative staff. Side beneficiaries of the project have beenparents and the local community as they have been our main target groups for dissemination.IMPACTThe project ""ENHANCING BOOK READING"" has had a positive impact within all the partnerschools not only due to the direct contact and collaborative work among students and teachersfrom different countries, but also because of the shared good practices concerning readingbooks. These good practices have allowed students to read much more, to be more activethrough their participation in different activities in the classroom as well as in cultural activitiesin the local community.StudentsGetting students involved in a wide range of activities – book reading, designing and creatingbook, magazine, taking scenario and writing essays – have helped them develop new skills andmake them more active in their daily life at school, at home and in their local communities,allowing them to raise awareness on the importance of having a dynamic attitude when gettingengaged in their own learning processes as well promoting socio-cultural heritage throughbooks.Students have developed and boosted their self-esteem as they have appreciated ininternational contexts by participating in LTTAs workshops that have stimulated creativity and,at the same time, have helped them reduce stereotypes and prejudice. Team work and ICTskills have been developed, making students prepared for the future labour market and theirlives. Having the possibility to organise an international brainstorming has increased students’dynamism, citizenship, respect, responsibility and courage to act as future leaders and as activecitizens in their communities, in their own countries and all over Europe. By preparingpresentations about the books they read, their school, local community and country andmaking videos to disseminate the mobilities, they have been able to develop their publicspeaking skills and communication in English.TeachersTeachers have had the opportunity to share professional and cultural experiences byorganising school activities, local activities and international meetings (LTTAs) within theproject. They have been able to explore and learn about other educational systems,pedagogical and methodological approaches and tools concerning teaching reading, accordingto the European standards in line with the Organisation for European Cooperation andDevelopment (OECD)."