Poor reading performance combined with a general disinterest for reading has long-term consequences for both individuals and society. However, the percentage of low achievers in reading at the EU level has actually grown in recent years, from 17.8% in 2012 to 19.7% in 2015. According to needs analysis that took place at the time of the proposal, in the EU, 1/5 15 year-olds were considered as low achievers in reading. Additionally, according to PISA (2012) results, the proportion of low achievers was dramatically high in CY (32,8%), RO (37,3%), IT (19,5%), PT (18,8%). Also, the proportion of non-readers was very high in PT (60%), CY & IT (44%), and RO (48%).Living Book aimed at addressing these urgent needs by developing and testing an innovative approach whose main aim is to motivate 9-15 year olds students to read more and enjoy more the experience of reading given that student motivation is, in fact, a key factor in successful reading.To engage the most unmotivated and underperforming students, The Living Book combined customised reading paths with digital creativity. It explored and implemented various solutions to “digitally augment” the experience of students while reading a book.The aim was to turn the physical book into a “Living Book”: an intense-lived experience for young readers who can participate, transform and augment what they are reading, thus applying digital competences, collaborating with peers, developing reading skills and, ultimately, being more engaged in reading. The project’s consortium was comprised of 9 partners from 6 different EU countries. 4 out the 6 countries involved have among the highest proportions in Europe of 15 year-olds students that are low achievers in reading, and of non-readers in the total population, namely CY, RO, PT, ITThe Living Book project consortium also attained a productive combination of experienced and newcomers with high degree of complementarity of profiles and expertise. This allowed the consortium to maximize the impact of the project and ensure high quality transferable results.Leading role was assigned to the European University of Cyprus (EUC), given its experience and qualified staff in managing EU funded projects and track record towards innovation in the field of education. Methodological expertise for designing a coherent framework for the Living Book approach is brought by the Italian Association “Forum del Libro” (AFOB), whose associates are amongst the most prominent Italian experts in the field of reading promotion.R&D of the Living Library Platform was ensured by Gryd Ltd, specialized in the design of advanced e-learning platforms and interactive resources for students and teachers. The 4 Schools in CY, RO, PT and EE played a key role in this project and brought great expertise to the design and development of didactical resources and practical lesson plans for teachers revolving around the Living Book approach. They also offered inputs to partners in charge of other IOs in order to design products in line with the needs and expectations of the target groups. Schools also led the pilot experimentation in their territories. Mobility activities were coordinated by the Estonian school, given its expertise in transnational mobility of teachers and pupils. Municipality of Vicenza led the dissemination package and University of Beira Interior (UBI) coordinated the quality assurance task. In terms of results, the project:-Authored “The Living Book Guidelines” for teachers-Developed the OER - The Living Library Platform (www.thelivinglibrary.eu) and toolkits with the aim of offering students and teachers online “ready-to-use” tools to augment the reading experience with rich media content.-Developed a set of public and freely accessible 47 practical lessons plans. -Launched 2 Blended training courses for Augmented teacher and Parental engagement.Structurally embedded in the logic of the project were:-1 Joint Staff Training Event held in Cyprus to deepen The Living Book approach and ICT-enhanced reading-4 short term exchanges of groups of pupils in RO, PT, CY and EE. The main identified impact on teachers was the increased competence in cultivating young students’ motivation and reading abilities; a greater responsiveness to the needs of disadvantaged groups by developing, amongst others, competences in involving parents to support pro-reading strategies. In the medium/long term, these impacts will be sustained by: the availability of multilingual OER; the creation of communities of Augmented Teachers that favour networking and stimulate continuing professional development in this field.Lastly, the main impacts on students were the development of positive attitude towards reading and greater motivation thanks to the attractiveness of the blended approach proposed, the social dynamics created, and the support of parents.