Creating an attractive and inclusive reading space within schools can significantly enhance students’ interest in reading while promoting educational justice and the right to access culture. This project addresses systemic inequities in education by improving access to reading for all students. Drawing from Petit’s (2001) reflections on reading as a personal refuge and a means of social cohesion, the project reimagines school reading spaces as inclusive, participatory environments open to the entire educational community. Implemented at a state school in València as part of a Ministry-funded Universal Design for Learning project, the initiative followed a service-learning approach and action-research methodology. Its goals were to: (1) redesign school reading spaces to better meet students' needs, (2) create a mobile library (booktruck) accessible to the school and broader community, and (3) develop rigorous criteria for the library’s collection, focusing on diversity in format, theme, and student interest (Lluch, 2010; Tabernero, 2022). The findings highlight how co-creation and participatory design can transform reading into a democratic and engaging activity, addressing educational inequalities and fostering collaboration, empowerment, and meaningful connections to books and languages.