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The book collection of the Franciscans in Jerusalem - object of numerous enhancement ventures in recent years - preserves a precious proof of the relationship between Europe and Semitic civilizations. These are ancient editions (16th-18th century) of grammars and lexicons for learning Arabic, Hebrew, Ge'ez and Syriac. These books document both the biblical interests of the friars and their desire for inculturation in the reality of the Holy Land. Indeed, it is not difficult to imagine a relationship between these volumes and the birth in the mid-19th century of the Franciscan Printing Press. It was the first printing workshop in Jerusalem to print in Arabic: catechisms and grammars for students of Franciscan schools throughout Palestine, then part of the Ottoman Empire. A beautiful virtual exhibition (due to the Covid-19 pandemic), but available in print and on the web, tells all this. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic made the matter of how to train 21st century readers even more urgent, preparing them to deal with a media scenario of attention economy, disinformation, infodemic and post-truth. This paper analyzes the new challenges that readers have to face, through the lens of some fundamental dichotomous questions for the present and the future of reading: information versus knowledge; slowness versus acceleration; attention versus distraction; boredom versus hyperactivity. What are the cognitive differences between digital reading and reading on paper? What do we risk losing in these conflicts? And what can we do to continue to comprehend what we read?. [ABSTRACT FROM AUTHOR]

The paper reviews challenges and opportunities that the Department of Library and Information Science of St. Petersburg State University of Culture (Russian Federation) faced during the Covid-19 pandemic. Didactic problems were caused by a lack of experience among teachers in organizing undergraduate and graduate digital learning (DL). There were two types of technological problems: a lack of a proper LMS system and a lack of proper computers and software in teachers' and student homes. There wasn't any clear and strict policy of DL but in some way, this has provided flexibility in the organization of the DL process. Besides, the lockdown and the isolation situation were psychologically quite hard to deal with: it caused constant anxiety and the feeling that one is late with everything while working 24/7. To deal with these issues, we developed some new DL strategies, used technologies that were 'in hand': Zoom videoconferencing and Russian social network VKontakte, compensated for the lack of the equipment at home by increasing flexibility of teaching and learning, developed the DL environment that included learning and teaching materials and the digital library. We organized the DL process using didactic strategies such as delivering short interactive lectures via Zoom and then keeping their records. We focused on problem-based and project-based learning online motivating students to work together exploring professional problems through projects and research that needed a deeper knowledge in the field. We also found new ways of assessment and evaluation of students' learning progress with online quizzes and solving cases. To manage anxiety, we strengthened the supervising and mentoring work. With the new challenges and trends of the pandemic, the Department has been preserving its educational traditions that allowed for the improvement of the quality of education. [ABSTRACT FROM AUTHOR]