Analysis of the possibilities of the reader’s quest festival as a multimodal practice of activating the personal potential of schoolchildren
DOI: 10.23951/1609-624X-2026-2-44-52
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”
References:
1. Leont’ev D.A. Lichnostnaya zrelost’ kak oposredstvovaniye lichnostnogo rosta [Personal Maturity as Mediation of Personal Growth]. In: Petukhova I.A. (ed.). Kul’turno-istoricheskaya psikhologiya razvitiya [Cultural-historical psychology of development]. Moscow, Smysl Publ., 2001. Pp. 154–161 (in Russian).
2. Leont’ev D.A. Tri misheni: lichnostnyi potentsial – zachem, chto i kak? [Three Targets: Personal Potential]. Obrazovatel’naya politika – Educational Policy, 2019, no. 3 (79), pp. 10–16 (in Russian).
3. Leont’ev D.A. Lichnostnyy potentsial: optika psikhologii [Personal Potential: The Optics of Psychology]. Obrazovatel’naya politika – Educational Policy, 2023, no. 2 (94), pp. 20–31 (in Russian).
4. Programma po razvitiyu lichnostnogo potentsiala [Program on the Development of Personal Potential]. Blagotvoritel’nyy fond Sberbanka “Vklad v budushcheye” [Sberbank Charitable Foundation “Contribution to the Future”] (in Russian). URL: https://vbudushee.ru/education/programma-po-razvitiyu-lichnostnogo-potentsiala/ (accessed 07 August 2025).
5. Lotman Yu.M. Stat’i po semiotike kul’tury i iskusstva [Articles on the Semiotics of Culture and Art]. Introd. S.M. Danielya, compiler R.G. Grigor’ev. Saint Petersburg, Akademicheskiy proekt Publ., 2002. 544 p. (in Russian).
6. Svirchevskiy D.A. Mul’timodal’nyy podkhod G. Kressa i T. van Levena: chteniye vizual’nykh obrazov [Multimodal Approach of G. Kress and T. van Leeuwen: Reading Visual Images]. METOD: Moskovskiy ezhegodnik trudov iz obshchestvoved. distsiplin, 2022, no. 12-2 (in Russian). URL: https://cyberleninka.ru/article/n/multimodalnyy-podhod-g-kressa-i-t-van-levena-chtenie-vizualnyh-obrazov (accessed 06 August 2025).
7. Pedagogika teksta: opyt semioticheskogo resheniya [Pedagogy of Text: The Experience of a Semiotic Solution]. Author, compiler and scientific editor T.G. Galaktionova; Education Support Foundation. Saint Petersburg, Lema Publ., 2013. 379 p. (in Russian).
8. Galaktionova T.G., Kazakova O.A. Mul’tigramotnost’ v kontekste razvitiya lichnostnogo potentsiala [Multiliteracy in the Context of Personal Potential Development]. Nauchnoye mneniye, 2022, no. 6, pp. 80–85 (in Russian).
9. Kazakova E.I. Teksty novoi prirody: problemy mezhdistsiplinarnogo issledovaniya [Texts of New Nature: Problems of Interdisciplinary Research]. Psikhologicheskaya nauka i obrazovaniye, 2016, vol. 21, no. 4, pp. 102–109. https://doi.org/10.17759/pse.2016210409 (in Russian).
10. Melent’eva Yu.P., Lopatina N.V. Aktual’nye tematiki dissertatsionnykh issledovanii po problemam chteniya [Current Topics of Dissertation Research on Reading Issues]. Vestnik Moskovskogo gosudarstvennogo universiteta kul’tury i iskusstv, 2024, no. 3, pp. 151–158 (in Russian).
11. El’yashevich D.A. Chteniye i chitatel’ kak ob’’ekty izucheniya [Reading and the Reader as Objects of Study]. Kniga. Chteniye. Mediasreda, 2024, vol. 2, no. 1, pp. 40–44 (in Russian).
12. Egorova N. Sovremennye tekhnologii i aktual’nye praktiki. Prodvizheniye detskogo chteniya v proektnoi deyatel’nosti Chelyabinskoy oblastnoy detskoy biblioteki im. V. Mayakovskogo [Modern Technologies and Current Practices. Promoting Children’s Reading in the Project Activities of the Chelyabinsk Regional Children’s Library named after V. Mayakovsky]. Bibliotechnoye delo, 2024, no. 2, pp. 2–4 (in Russian).
13. Bandura A. Teoriya sotsial’nogo naucheniya: perevod s angliyskogo [Social Learning Theory: translation from English]. Saint Petersburg, Evraziya Publ., 2000. 319 p. (in Russian).
14. Kagan M.S. Chelovecheskaya deyatel’nost’ (Opyt sistemnogo analiza) [Human Activity (An Experience of System Analysis)]. Moscow, Politizdat Publ., 1974. 328 p. (in Russian).
15. Borodina V.A. Chitatel’skoye razvitiye lichnosti: teoretiko-metodologicheskiye aspekty. Avtoref. dis. … dokt. ped. nauk [Reader’s Personality Development: Theoretical and Methodological Aspects. Abstract of thesis ... doct. ped. sci.]. Saint-Petersburg, 2007. 42 p. (in Russian).
16. Galaktionova T.G. Chteniye shkol’nikov kak sotsial’no-pedagogicheskii fenomen otkrytogo obrazovaniya. Avtoref. dis. dokt. ped. nauk [Schoolchildren’s Reading as a Socio-Pedagogical Phenomenon of Open Education. Abstract of thesis doct. ped. sci.]. Saint Petersburg, 2008. 41 p. (in Russian).
17. Obzor publikatsii po problemam chteniya v professional’noy pechati za 1 polugodiye 2024 g. Sost. Otdel bibliogr. i bibliotekovedeniya Ros. nats. b-ki [Review of Publications on Reading Issues in Professional Press: for the 1st half of 2024. Comp. by the Department of Bibliography and Library Science of the Russian National Library]. Saint Petersburg, 2024 (in Russian). URL: https://nlr.ru/reader/dep/artupload/reader/article/RA5032/NA94286.pdf (accessed 15 May 2024).
18. Zagidullina M.V. Mul’timodal’nost’: k voprosu o terminologicheskoy opredelennosti [Multimodality: On the Issue of Terminological Certainty]. Znak: problemnoye pole mediaobrazovaniya, 2019, no. 1 (31) (in Russian). URL: https://cyberleninka.ru/article/n/multimodalnost-k-voprosu-o-terminologicheskoy-opredelennosti (accessed 28 August 2025).
19. Galaktionova T.G. Pedagogika teksta: opyt semioticheskogo resheniya [Pedagogy of Text: The Experience of a Semiotic Solution]. Avtor-sostavitel’ i nauch. redaktor T.G. Galaktionova. Saint Petersburg, 2013. 379 p. (in Russian).
20. Petrovskaya N. Festival’ “Knizhnaya vesna na vysote” [Festival “Book Spring at the Top”]. Shkol’naya biblioteka: segodnya i zavtra, 2024, no. 1, pp. 20–22 (in Russian).
21. Serazeeva E.A. Azbuka “Bibliofesta” [The ABC of “Bibliofest”]. Sovremennaya biblioteka, 2024, no. 1, pp. 88–92 (in Russian).
22. Remez A.A. Shokoladnyy khirurg: rasskazy [dlya mladshego shkol’nogo vozrasta] [The Chocolate Surgeon: stories: [for primary school age]. Moscow, Izdatel’skiy dom Meshcheryakova Publ., 2018. 53 p. (in Russian).
23. Kravchenko A. Skazki starogo doma [dlya mladshego i srednego shkol’nogo vozrasta] [Tales of the Old House: [for primary and secondary school age]. Moscow, Abrikobuks Publ., 2018. 125 p. (in Russian).
24. Shcherbakova G.N. Vam i ne snilos’ [You Never Even Dreamed]. Moscow, Eksmo Publ., 2010. 284 p. (in Russian).
25. Pashinyan I.A. Kontent-analiz kak metod issledovaniya: dostoinstva i ogranicheniya [Content Analysis as a Research Method: Advantages and Limitations]. Nauchnaya periodika: problemy i resheniya, 2012, no. 3 (in Russian). URL: https://cyberleninka.ru/article/n/kontent-analiz-kak-metod-issledovaniya-dostoinstva-i-ogranicheniya (accessed 13 August 2025).
26. Vezetiu E.V., Vovk E.V. Kontent-analiz kak metod kachestvenno-kolichestvennogo analiza soderzhaniya dokumentov [Content Analysis as a Method for Qualitative and Quantitative Analysis of Document Content]. MediaVektor, 2022, no. 3 (in URL: https://cyberleninka.ru/article/n/kontent-analiz-kak-metod-kachestvenno-kolichestvennogo-analiza-soderzhaniya-dokumentov (accessed 13 August 2025).
27. Danilova A.G., Mitina O.V. Komp’yuterizirovannyy kachestvennyy analiz teksta [Computerized Qualitative Text Analysis]. Vestnik Moskovskogo universiteta. Seriya: Psikhologiya – Lomonosov Psychology Journal, 2021, no. 1 (in Russian). URL: https://cyberleninka.ru/article/n/kompyuterizirovannyy-kachestvennyy-analiz-teksta (accessed 08 August 2025).
( 440.75 kB ) 
( 418.46 kB )
Issue: 2, 2026
Series of issue: Issue 2
Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Pages: 44 — 52
Downloads: 62