Núm. 33 (2022) enero-junio

When reading, it is important to focus not only on how much of it is done, but on what is read and why; and think about whether the texts that have been read affect the humanisation process. Literature is a potential source of comprehensive education or integral development, since it encapsulates the culture and human condition. In the university context and in order to successfully implement activities that promote reading, it is essential to know the literary reading profile of students: how much they like and do read literature, the importance they give to reading literary works, how often they bring it to life and the extent in which they agree to participate in certain activities that promote the reading of literary works (if those are offered at their university). A quantitative study was conducted with a sample of 1,111 first semester students at a Private University in Mexico, through the design and application of a Likert-type survey. Hierarchical cluster analysis yields as a result three levels of literary reading profile according to the disposition of the students towards literature: low, medium and high. In general, it is important to implement activities that emphasize the transforming effect of literature and invite students to bring reading alive.