Seite - 249 - in Über Bücher reden - Literaturrezeption in Lesegemeinschaften

© 2021 V&R unipress, Brill Deutschland GmbH ISBN Print: 9783847113232 – ISBN E-Lib: 9783737013239 clubormeeting isagreedbeforehand,and if it isnot, it isnegotiatedduring the meeting. Schoolbookclubstendtobeheldafterschoolhours,asanadditionalactivity offeredby theschool for thosewhowant toattend.Conversely,dialogic literary gatherings usually take place during school hours, normally in the Spanish LanguageandLiterature class, and therefore theyaremandatory. 3.2 Purposeandvariants The purpose of both clubs and gatherings is similar: to enjoy reading in one’s leisure time and to take part in literary debates, sharing interpretations about reading, learning, improving language skills, and so on. In short, they are in- tendedtoconstructknowledgecollectively. Inboth literarygatheringsandbook clubmeetingsparticipantsdiscusspersonal experiences related to literaryones, question thebehaviourof theprotagonists, reviewthemost importantpassages intheeyesofreaders,analysethelanguageandtheliterarystrategiesusedbythe author, and provide thoughts and reflections, thus generating a rich and pro- foundexchangebetween theparticipants. Duetothedifferentprofilesof theparticipantsandthedifferent formats that bookclubsandliterarygatheringsoftenadopt,bookclubsassignagreaterroleto literature and critically analyse the work from an expert point of view, thus generatingunequal interventions (in relation toacademic intelligence). Incon- trast,theaimofthegatheringsistoimproveself-esteemandtolearnfromothers, and all interventions are considered equally valuable due to the principle of cultural intelligence. Different variants have emerged in book clubs in line with their different purposes, organisedbyspecific literarygenres (comics,blacknovels, poetry)or intended to discuss the work of particular authors, periods or topics (Shake- speare, theCivilWar, etc.), both in face-to-face and invirtual formats. There have been no variants in literary gatherings, but theirmethod of op- erationhasbeentransferredtootherfields.Therearenowdialogicalpedagogical gatherings (where a classic educational book is read), dialogicalmusical gath- erings (where a classical composition is heard), dialogic curricular gatherings (studentsreadthevarioustopicsintheclassroomanddiscusswhattheyhaveand have not understood, and share their views on the subject), and dialogical gatherings on the arts (where a classic work of art is examined). Sometimes students in classrooms fromdifferent schools have helddialogic gatherings by theuseof videoconferencing. Similarities anddifferencesbetweenbookclubsanddialogic literarygatherings 249 Open-Access-Publikation im Sinne der CC-Lizenz BY 4.0