Universidad y escuela: construcción de un tercer espacio para formar lectores críticos / University and school: building a third space to train critical readers

The incorporation of technology has transformed reading practices in education. However, there is still a general lack of knowledge among teachers, both in their initial and in-service training, regarding innovative pedagogical resources and strategies that can be effectively integrated in the classroom to optimize student learning. Given this reality, the need arises to strengthen collaboration between universities and educational centers through initial training, in order to create a “third educational space” that promotes sustainable practices based on innovation. This qualitative study, which combines ethnography and participatory action research, aims to explore the perceptions of students, teachers and research staff on the use of nonfiction picture books (NFLs) in the classroom, through mixed questionnaires in university and school contexts. The results reveal that, although LINFs are perceived as valuable tools for improving CCL and fostering awareness of the SDGs, there is a notable lack of specific training in their use. Thus, it is concluded that continuous collaboration between universities and schools, together with ongoing teacher training, is key to the formation of critical readers in today's society.