Literary Tourist Guide

Ana Ferreira (CEGOT, CiTUR, University of Coimbra, Portugal & Marta Villares (Porto Polytechnic, Portugal)

Literary tourism is a niche of cultural tourism driven mainly by visits to places connected to literary works (Ferreira & Oliveira, 2024) or, as Smith (2012) notes, by travel inspired by books and their authors. Literature not only sparks the desire to visit locations depicted in stories but also promotes tours of sites linked to authors’ lives, such as their homes, places where they wrote or got inspired, former residences, and graves (Yiannakis & Davies, 2012).

Literary works further convey representations of place, encompassing landscapes, customs, dance, music, and traditional gastronomy. These symbolic elements contribute to the construction of transnational imaginaries, functioning as cultural reference points for readers from diverse backgrounds.

In this context, literary tourism can play a significant role in the (re)interpretation of the histories of peoples and regions, particularly through literary representations. Such processes contribute to the dissemination and preservation of local cultures while also fostering innovative strategies to promote and experience regions shaped by literary heritage (Ferreira & Oliveira, 2024).

The tourist guide, as a mediator between visitors and destinations, plays a central role in interpreting heritage and shaping meaningful tourism experiences. This function extends beyond the mere transmission of information to encompass the cultural, historical, and symbolic contextualisation of places, as well as facilitating intercultural communication between visitors and host communities.

This perspective is reflected in the international definition of a tourist guide adopted by the World Federation of Tourist Guide Associations at its 10th Convention in Dunblane (ISO 18513, 2003), which defines a tourist guide as a professional who guides visitors in the language of their choice and interprets the cultural and natural heritage of a given area. This definition highlights two core dimensions of the profession: guiding and interpreting.

Furthermore, Brito (2008, 2013) argues that tourist guides do not simply transmit information but construct interpretative narratives about destinations, adapting their discourse to their audiences’ characteristics and fostering contextualised cultural understanding.

Within the specific domain of literary tourism, this role is particularly relevant, as the literary guide connects literary texts to physical spaces, enabling visitors to compare the locations described in the texts with their contemporary realities. Literary texts—whether prose or poetry—offer representations of territories at specific moments in time, revealing their physical, social, and cultural dimensions. Through the mediation of the literary tourist guide, visitors can understand these transformations and construct personalised, meaningful experiences of place.

In this regard, the literary tourist guide, as the professional responsible for designing and conducting literary tours, must possess a comprehensive set of competencies combining academic knowledge, interpretative ability, and communication skills.

Therefore, within the framework of the World Federation of Tourist Guide Associations (WFTGA) and of the European Federation of Tourist Guide Associations (FEG), certified tourist guides are encouraged to develop specialised competencies through Continuing Professional Development (CPD), providing accredited programmes designed specifically for already qualified professional tourist guides (FEG, 2026).  At present, however, neither WFTGA nor FEG offers a dedicated certification or formal specialisation in literary guiding. Nevertheless, literary guiding aligns closely with the competencies promoted by the two associations, as it integrates heritage interpretation, storytelling, cultural history, destination interpretation, and visitor engagement. It may therefore be regarded as an emerging field of professional specialisation within cultural and heritage tourism, despite the absence of an internationally recognised credential.

What enriches literary guiding is the ability to interpret literary texts in relation to place, to contextualise authors and their works within cultural and historical landscapes, and to transform literary heritage into meaningful visitor experiences. This form of tourism requires not only mastery of literary content but also the capacity to mediate cultural heritage, transforming texts and authors into meaningful experiences for diverse audiences while ensuring academic rigour and educational value.

Nowadays, universities increasingly address the subject within programmes in literary tourism, cultural tourism, heritage interpretation, and destination storytelling. In addition, museums, writers’ houses, literary festivals, and UNESCO Creative Cities of Literature frequently provide specialised training for guides interpreting local authors, literary collections, or literary landscapes. Such programmes, however, are generally institution- or destination-specific and do not constitute internationally recognised professional qualifications.

From a literary perspective, solid knowledge of the authors and works associated with the locations on the itinerary is essential, encompassing biographical details, historical contexts, and their positioning within literary movements. This knowledge should be complemented by familiarity with diverse literary genres—such as poetry, the novel, the chronicle, and drama—allowing the guide to adopt approaches suited to different contexts. Additionally, the ability to analyse and interpret texts is fundamental, including identifying themes, symbols, and meanings, as well as the historical and cultural contextualisation of works and authors. Equally important is the careful selection of representative excerpts for reading during the tour, as well as the ability to synthesise complex literary content into clear, accessible language. The guide must also be able to establish meaningful connections between literature and specific physical spaces—such as buildings, streets, or landscapes—thereby bridging the gap between text and territory.

At the same time, the literary tourist guide should demonstrate expressive reading skills and clear diction, both of which are essential for bringing literary texts to life. The use of storytelling techniques further enhances engagement and accessibility, facilitating audience comprehension. The ability to adapt discourse to different audiences—such as students, general tourists, or specialists—is likewise crucial. Moreover, encouraging active participation through questions, shared readings, or interactive moments contributes to the development of dynamic, participatory, and meaningful literary tourism experiences.

Finally, a set of distinctive competencies significantly enhances the work of the literary tourist guide. These include aesthetic and cultural sensitivity, creativity in textual interpretation, and the ability to design immersive experiences that foster emotional engagement. Interdisciplinary knowledge—integrating fields such as history, the arts, and social contexts—further enriches the interpretative narrative and broadens perspectives on literary heritage. Collectively, these competencies help transform the literary tour into a culturally meaningful, academically rigorous experience that remains accessible and memorable for diverse audiences.

The literary guide also plays a fundamental role in supporting visitors in constructing meaning, since, as Umberto Eco (2014) suggests, texts require the reader’s cooperative engagement to fill interpretative gaps. In this sense, the literary guide acts as a mediator of reading, fostering interpretation, critical reflection, and active participation in the meaning-making process.

In summary, the literary guide differs from the general tourist guide in its emphasis on literature as the primary interpretative tool. This approach moves beyond predominantly informational heritage mediation, offering instead a deeper symbolic reading of spaces grounded in literary analysis. By mobilising specialised literary competencies and fostering immersive cultural experiences, the literary guide interweaves text, place, and narrative in a coherent and integrated manner, thereby conferring a distinct identity on literary tourism and reinforcing its cultural and educational value.

How to cite this entry: Ferreira, A. & Villares, M. (2026). Literary tourist guide. In R. Baleiro, G. Capecchi & J. Arcos-Pumarola (Eds.), E-Dictionary of Literary Tourism. University for Foreigners of Perugia. https://doi.org/10.34623/zdg2-hn59

References

Brito, L. M. (2008). O guia-intérprete: mediador intercultural. Revista Turismo & Desenvolvimento, 10, 67–84.

Brito, L. M. (2010). O Guia-intérprete: Facilitador do Turismo Cultural [PhD Thesis], Évora University .

Eco, U. (2014). Lector in fabula. Grasset.

FEG (2026). FEG training professional development for tourist Guides Across Europe. https://www.feg-touristguides.com/

Ferreira, A., & Oliveira, M. (2024). Literary tourism: authenticity and memory. In ITC’23 Proceedings book of the XV International Tourism Congress: The Image and Sustainability of Tourism Destinations (pp. 23–28). Sciendo https://doi.org/10.2478 /9788367405287-003

ISO 18513 2003 – International Standard 18513 Norm. https://wftga.org/about/

Smith, Y. (2012). Literary Tourism as a developing genre: South Africa´s potential. [PhD Thesis]. University of Pretoria.

Yiannakis, J. N., & Davies, A. (2012). Diversifying rural economies through literary tourism: A review of literary tourism in Western Australia. Journal of Heritage Tourism, 7(1), 33–44. https://doi.org/10.1080/1743873X.2011.618538