The role of books and reading is proven to be crucial for the completion of the individual, for their social and scientific advancement, for their socialization, for their internal reflection, for their relationship with themselves and with others, and for their aesthetic enjoyment.

However, although cultivating a love for reading should be a central axis of a country's cultural and educational policy, the deficits in reading policies identified in Greece, both in the broader and narrower context of reading, urgently require the expansion of dialogue and the promotion of the dynamics of different fields (family, education, libraries, media) through which any reading advocacy policy can be exercised.

With this volume, we aim to contribute meaningfully to enriching the existing discourse on reading advocacy issues, exploring in-depth their multifactorial nature and seeking realistic yet more effective policies/practices for their promotion.

University professors, representatives of Greek and foreign organizations, scientists, scholars and researchers, librarians, primary and secondary education teachers who deal with book and reading issues present their views, knowledge, and experiences, constructively contributing to the expansion of the dialogue on reading advocacy and highlighting the dynamics of the factors that influence it.

In difficult times and uncertain moments, the collaborations required by reading advocacy issues will help us remain upright and active.

The studies included in this volume are addressed to all those who are theoretically or practically involved with reading and children, aiming to activate them and raise their awareness further on issues that are considered self-evident but require constant vigilance, such as the right of all to read.

Specifically, however, they concern practicing educators, providing them—with teaching suggestions and specific program applications—with significant material for their theoretical training and, primarily, for ways to cultivate reading and its more effective didactic utilization in today’s schools.