Abstract
This article explores the relationship between teaching, developing a reading culture in students, and building a teacher's personal brand. The relevance of the study is determined by several factors: the changing status of the teacher (the contemporary teacher increasingly acts as a public professional whose expertise is manifested in various communicative spheres); the transformation of schoolchildren’s reading practices, for whom books compete with other media formats and therefore require special forms of pedagogical support; the need to update methods of teaching literature, aimed not only at developing students’ ability to interpret literary works but also at shaping their reader identity; and the growing importance of the teacher’s personal brand as a resource for professional development, authority, and cultural influence. The object of the study is the professional activity of the literature teacher in a mediatized educational environment. It demonstrates how systematic efforts to cultivate a taste for reading can become the core of a teacher's professional image, enhancing their expertise, emotional connection with the audience, and relevance in the educational and media spaces. Particular attention is paid to tools for transmitting the reading experience through digital platforms, as well as criteria for assessing the effectiveness of such activities. In addition to the theoretical section, a “Repackaging” section is presented: an academic text on the value of tutoring services for developing reading literacy is adapted into five web genres, demonstrating how format changes influence the perceived value of the service. The practical significance of the study lies in the possibility of using its findings in the organization of extracurricular activities, the development of media content by literature teachers, and the creation of educational projects aimed at promoting reading.
Keywords
Teacher's personal brand, digital communication, media design, content repackaging, web genres.