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| 1 | An analysis of the documents of modern educational policy indicates that the development of personal potential is one of the priorities of modern education. Among the possible resources in solving this problem, a special role belongs to the culture of reading. Domestic and foreign studies confirm the correlation between the level of reading literacy of schoolchildren and their success in education and social interaction. There is a reason to believe that the phenomenon of personal potential development in a reading person is explained by the complex effect of reading on key aspects of personality. This concerns the strengthening of cognitive and metacognitive capabilities, emotional and social intelligence, the formation of a value-semantic sphere, the development of imagination and creativity, and psychological stability. At the same time, it must be recognized that the reading culture itself is in dire need of active help and support for its preservation and development. The authors’ experience shows that one of the most effective ways to introduce schoolchildren to the book is the «reading in action» strategy – activating the need for reading through communicative and creative practices based on polycode methods of interacting with the text. The reader simultaneously uses and creates meanings through different sign systems (codes) that go beyond the traditional verbal text. It should be noted that in recent years, multimodal pedagogy has been taking a leading position among global educational trends in the Russian context. We believe that the search for specific, effective and scalable practices focused on the development of personal potential through reading experience by means of multimodal pedagogy is an urgent scientific and practical task. The purpose of the authors is to evaluate the possibilities of the reader’s quest festival as a multimodal practice for activating the components of the personal potential of schoolchildren based on the content analysis of the participants’ feedback. For this purpose: the connection of multimodality, reading experience and activation of personal potential of schoolchildren is theoretically substantiated; the concept and practice of organizing a quest festival based on the key principles of multimodal pedagogy (the use of multiple sign systems, subjectivity of choice, synergy of modalities, interiorization of meaning) are described; the method of content analysis used is characterized; according to the results of the quest festival, data are presented indicating the activation of a number of components of personal potential; based on the identified markers, a trend is described that indicates a possible relationship between the successful reading experience of quest festival participants and the activation of various components of personal potential. The theoretical and practical significance lies in the fact that the research creates a theoretical and methodological basis for the integration of multimodal practices into the educational process of the school. A specific toolkit for solving urgent pedagogical problems is proposed: introducing schoolchildren to reading and creating conditions for the development of personal potential. The results obtained indicate that the quest festival, built on the principles of multimodal pedagogy, allows students to create conditions for successful reading experience and situational activation of components of personal potential. For consolidation and further development, it is necessary to integrate such practices into the systematic work of the school. Keywords: multimodality, multimodal pedagogy, multimodal practice, personal potential, situational activation, reading experience, motivation to read, reader’s quest festival, educational environment, semiotic didactics, interactive tasks, teamwork, All-Russian educational project “Workshops of Growth” | 9 | ||||