SHARED READING AS A SOCIAL TECHNOLOGY

Abstract

Introduction. The full-scale war in Ukraine has triggered profound social transformations, including forced displacement, loss of housing, family separation, and life under occupation. These experiences are accompanied by significant psychological pressure and have increased the demand for effective forms of social support. In this context, particular attention should be given to technologies that ensure safety, inclusiveness, and dialogue. One such practice is shared reading – a method involving group reading aloud and collective discussion of texts. Purpose and objectives of the article. This article aims to explore the potential of shared reading as a social technology for supporting vulnerable populations and to propose a three-level model of its impact – at the individual, group, and community levels – based on the British experience, particularly that of the organization The Reader. Results. The study emphasizes the need to renew social work technologies in response to the challenges of war and the transformations within Ukrainian society. Focus is placed on shared reading as a practice that integrates psychological support, the creation of safe spaces for self-expression, and meaningful social interaction. The authors argue for its implementation in the context of an evolving information society, where reading increasingly serves not only educational but also social and inclusive functions. An analysis of Ukraine’s strategic documents in the fields of reading promotion and critical thinking development reveals three key paradigms of reading: cultural, educational, and social. The social paradigm – which frames reading as a practice of inclusion, social cohesion, and support – remains the least developed in Ukrainian scholarly discourse. This study seeks to address that gap. The authors examine the UK-based The Reader initiative, which implements shared reading practices in a variety of social settings. A body of research is presented showing that shared reading can significantly improve psychological well-being, reduce anxiety, strengthen social bonds, and foster hope and self-confidence among vulnerable groups. A three-tier model of shared reading’s impact is proposed, based on The Reader’s Theory of Change: individual level – reduced anxiety, increased self-esteem and emotional comfort through a sense of being heard and accepted; group level – development of a supportive environment, capacity for cooperation, acceptance of diverse experiences, and reduced loneliness; community level – building trust, generating shared meaning, and motivating collective actions that promote cohesion and psychological safety. Shared reading requires minimal resources, is mobile and adaptable to various age and social groups, and can be implemented through networks of social services, libraries, and youth centers. Its evidence-based nature supports its recognition as an effective tool for social work in times of instability.