Literary Literacy as Situated Practice: Teacher and Mediator Beliefs in a Writers' House Museum

This article examines the beliefs of secondary school teachers of ‘Valencian Language and Literature’ (official subject title in Valencian secondary education, where Catalan is officially referred to as Valencian) and of mediators at the Joan Fuster House‐Museum (Sueca, Spain), regarding the literary mediation and literacy practices developed in one of the museum's workshops. Following a qualitative case study design, semi‐structured interviews were analysed through open coding and thematic grouping as the main data collection tool. Findings indicate a positive evaluation of the experience as an educational resource that fosters literary literacy, critical thinking and connections between literature, territory and identity. Key influencing factors include teacher involvement, students' reading profiles and socio‐linguistic dynamics. Drawing on New Literacy Studies and New Materialisms , the study interprets the Joan Fuster House‐Museum as a material‐discursive assemblage where texts, objects and social practices interact in meaning‐making. The research highlights the educational potential of writers' house‐museums as spaces of literary mediation and presents this institution as a model for promoting critical, situated and culturally meaningful literacy practices.