Emotional and Educational Accompaniment through Dialogic Literary Gatherings: A Volunteer Project for Families Who Suffer Digital Exclusion in the Context of COVID-19

Carmen Elboj-Saso, Alejandra Cortés-Pascual, Tatiana Íñiguez-Berrozpe, Raquel Lozano-Blasco and Alberto Quílez-Robres
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Carmen Elboj-Saso: Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Alejandra Cortés-Pascual: Department of Educational Sciences, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Tatiana Íñiguez-Berrozpe: Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Raquel Lozano-Blasco: Department of Educational Sciences, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
Alberto Quílez-Robres: Department of Educational Sciences, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain

Sustainability, 2021, vol. 13, issue 3, 1-15

Abstract: In order to improve educational conditions of families lacking digital resources during the home lockdown associated with the COVID-19 crisis, a project of educational and emotional support through books featuring Dialogic Literary Gatherings was carried out, with the name “Books that Bring People Together”. We present the main results of the impact of this activity from the point of view of n = 63 volunteers who participated in it. Using Student’s t-test for related samples, the differences in volunteers’ competencies before (pre-test) and after (post-test) the experience were tested, in order to analyze whether the activity had also exerted an impact on these competencies. Moreover, a correlation analysis was applied between the items for evaluating family participation by the volunteers, volunteer skills, and training, with the aim of testing the relationships between those variables as a result of participation in the experience. Results show that families found that accompaniment improved the quality of life of their children, making them feel loved and accompanied. In addition, the family atmosphere was improved, as did the children’s interest in reading. This mode of training led to greater involvement, motivation, and interest, thereby complying with a transversal axis of the process—community participation.

Keywords: COVID-19; digital divide; Dialogic Literary Gatherings; community participation (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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