First and foremost, the bilingual format directly promoted reading literacy. In order to design a meaningful poster that encourages reading, the students had to engage critically with literary content: selecting representative quotations, summarizing themes, identifying authors, and articulating persuasive messages. The necessity of presenting content in both Romanian and English required deeper semantic processing. Translation is not a mechanical act but a cognitive negotiation of meaning, register, and cultural nuance. Through this process, the students refined their vocabulary, improved syntactic accuracy, and developed metalinguistic awareness in both languages, demonstrating that reading becomes an active, analytical practice rather than a passive activity.
Secondly, this project activity strengthened teamwork and collaborative competencies. Creating a shared digital product demands task distribution, role allocation (content creators, translators, editors, designers), and structured communication. The Romanian and Moldovan students had to coordinate deadlines, negotiate aesthetic choices, and reconcile linguistic differences. Because the partner schools operate in different national contexts, collaboration also involved asynchronous communication and digital project management skills. Such experiences cultivate accountability, leadership, adaptability, and constructive feedback practices, skills that are essential for 21st-century learning environments.
Equally significant is the intercultural dimension. Although Romania and the Republic of Moldova share linguistic and historical connections, the students bring distinct educational experiences and local cultural references. The joint poster became a platform for exchanging preferences, quotations, and discussing how reading can improve lives. Through dialogue, the students gained perspective on similarities and differences, moving beyond assumptions toward informed understanding. Intercultural dialogue in this context was not abstract; it was embedded in the practical act of co-creating a shared message that represents both communities.
The digital format of the poster added another layer of educational value. The students developed their digital literacy by using design platforms, integrating multimedia elements, ensuring visual coherence, and applying principles of layout and typography. They learned to balance aesthetics with clarity and to adapt content for online dissemination. Moreover, digital collaboration reinforced responsible online behaviour, data protection awareness, and effective virtual communication which are core competencies within the eTwinning framework.
As it can be easily observed, the poster functions as a public advocacy tool for reading. By presenting bilingual quotes, obvious benefits of reading, and visually engaging content, the students assumed the role of cultural ambassadors. They transitioned from consumers of literature to promoters of literacy within their school communities. This shift enhanced motivation and strengthened personal investment in reading practices.
In conclusion, the collaborative digital bilingual poster developed within the eTwinning project Bookfest 2026 exemplifies integrative education which simultaneously advances language proficiency, teamwork, intercultural competence, and digital skills while reinforcing a shared commitment to reading. Through the effective cooperation between Liceul Teoretic “Radu Vlădescu” Pătârlagele and Liceul Teoretic “Mihai Eminescu” Florești, the students did not merely produce a poster, they constructed bridges of communication, creativity, and cultural connection.
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