Abstract
Professional teacher community describes the current situation in literary educationas a deep crisis and finds it necessary to update the objectives of teaching literature at school and review the education system as a whole by changing its participants fundamentally: education cannot and should not beregarded as a closed school system anymore. Expansion of citizens’ educational and cultural opportunities dictates the need for analyzing the outcomes of education through the prism of its needs. The infrastructure of reading is described as a system of components which provide for meeting needs and demands of the infrastructure subjects, i. e. citizens who read. The sociocultural approach as a way of determining the key urban environment prerequisites to promote the development of reading motivation and reading competencies in children and adolescents appears to be the most adequate and productive method of investigating and designing the infrastructure of reading.
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