Page - 244 - in Über Bücher reden - Literaturrezeption in Lesegemeinschaften

© 2021 V&R unipress, Brill Deutschland GmbH ISBN Print: 9783847113232 – ISBN E-Lib: 9783737013239 1. People joinabookcluboraliterarygatheringfreely,andtheymayregisteror deregister as theywish. 2. No participants are rejected or discriminated against because of sex, age, culture, academicbackground, etc. 3. Whether or not reading is a habit previously acquired by participants, it is central and takesplaceonan individual basis. 4. After the individual reading, agroupdiscussion isheld that seeks to involve participants in an egalitarian and democratic way. To facilitate this, group membersusually sit ina circlewhere theycansee eachother’s faces. 5. They can take place in all kinds of centres: cultural associations, libraries, schools, prisons, nursing homes, community centres, women’s groups, companies, etc. 6. They canbe carried outwith children, youngpeople and adults, with slight variations,whichdependingonthecases,cancauseproblemsregardingpoint 1.Forexample, inschools thedialogical literarygatheringusually takesplace during the Spanish Language and Literature class, whichmeans that those takingpart cannotoptout. However, it isalsopossibletoidentifydifferencesbetweenbothpractices,mainly due to their origins. The first book clubs began in English-speaking countries duringtheVictorianperiod,andduetotheirsuccess, thepracticespreadtoother countries,but itdidnot reachSpainuntil themid-1980s, first inpublic libraries and years later in social, educational and cultural centres of all kinds, which imitated thismodel.At first, theywereonlyaddressedtoanadult audienceand narrative reading predominated, but gradually they started to involve children and young people in libraries and schools that were innovative in terms of reading4. Theyhavenowbecomediversified, and in somecases book clubs are organisedbyspecific literarygenres(comics,blacknovels,poetry),ortoworkon specific themes, both in face-to-face and virtual formats5. Book clubs are net- worksthatareusually,butnotalways,comprisedofconsumersof literature,who meet periodically to discuss all kinds of literaryworks proposed either by the participantsorby thecoordinator. Dialogic literary gatherings began in the early 1980s in Spain at an adult education centre, as part of a process of egalitarian and democratic change implementedby the centre and its community. It stemmed from the efforts of community organisations, associations and groups, teaching practitioners and students, and experimentedwith practices thatwould foment learning, partic- ipation,motivation and a positive coexistence. Dialogic literary gatherings are 4 Álvarez/Pascual2013, 2014. 5 Domingo/Sola2005. CarmenÁlvarez-Álvarez244 Open-Access-Publikation im Sinne der CC-Lizenz BY 4.0