The development of reading engagement and the creation of a reading community represent key aspects of contemporary education, particularly in lower secondary education, where students form their personal relationship with reading and literature. At this stage (ages 11–15), students’ interest in reading undergoes significant transformation, and there is a growing need for a meaningful, dialogical, and community-oriented approach to literary education. This paper offers a comprehensive perspective on how to foster reading as a long-term strategy that goes beyond routine school reading and promotes the active sharing of reading experiences among students and within the broader school environment.

The paper focuses on methods and approaches that support the systematic development of reading culture in the school context, with particular attention to reading workshops as an effective pedagogical tool. Reading workshops are presented as an environment in which reading becomes a natural part of school life, fostering reading autonomy, critical thinking, and collaborative text reflection. The paper also discusses the teacher's role as a guide in the world of reading, the significance of authentic reading communities, voluntary reading, and working with diverse texts—fiction, nonfiction, and multimodal materials.

A special context for this paper is provided by the current curricular reform in the Czech educational system, where a comprehensive revision of the national curriculum framework (Rámcový vzdělávací program – RVP) for basic education is taking place. This reform emphasizes the development of reading literacy, cross-curricular competencies, and active student learning. The paper illustrates how reading workshops and the building of reading communities can be aligned with the new curricular priorities.

The paper also presents specific examples of good practice and proposed activities that can contribute to a stronger reading climate—such as reading clubs, peer-to-peer book recommendations, reading-focused project days, reflective writing, and literature discussions. Emphasis is placed on involving the broader community—parents, libraries, and authors—to create an environment where reading is perceived as a social value, not merely a school obligation.

Keywords: Reading engagement, reading community, reading workshops, lower secondary education, Czech education, curricular reform, reading literacy, school culture, pedagogical innovation.