Seite - 253 - in Über Bücher reden - Literaturrezeption in Lesegemeinschaften

© 2021 V&R unipress, Brill Deutschland GmbH ISBN Print: 9783847113232 – ISBN E-Lib: 9783737013239 by international research12. On this point, it would be possible to differentiate between clubs and gatherings in point 4 (‘interpretations on the work are shared’).Inbookclubs,giventhata ‘literaryexpert’ isusuallypresent,readerssee their reading enhancedon two levels: the egalitarianone between readers, and one resulting fromthe expert or experts on thebook, the authoror theperiod, which cangive rise to typesof learning thatmaynot arise indialogical literary gatherings13. Asmentionedinthetheoretical frameworksection,bookclubsanddialogical literarygatheringshaveat least sixpoints incommonthatarekey factors in the international recognitionof their success14.However, theydiffer significantly in the eight categories that were examined in the results section: participants, timelines, purpose, variants, coordination, moderation, books and their se- lection.Forthisreason, inanyorganisationthatseeksto implementaprocessof innovationorimprovement,amodelmustbechosen(withall this implies)totry to develop the process consistently and having full awareness of the reasons behindeachdecisionat all times. However, even if one model is chosen at a certain time and the other is discarded, thisdoesnotmeanthat the former is incompatiblewith the latter. In otherwords, establishingabookcluborseveral isnot incompatiblewithsetting uponeormoredialogical literarygatheringswithinthesameinstitution.Rather, the opposite is true: thesemodels can complement each other, contributing to innovation in reading. However, launching a book club or literary gathering requiressomeknowledgeandeffortattheoutsetand,therefore, it isadvisableto be clear about their differences regardingparticipants, timelines, purpose, var- iants, coordination,moderation, books and their selectionwhen the decision- makingprocess takesplace. Bothmodels contribute to innovation in reading in the social organisations wheretheyoccur,astheliteraturehasshown,anditisurgentthatmoreandmore institutions become involved in promoting innovation processes to improve readingcomprehension, the taste for readingandthereadinghabitsof children andadults,whetherbasedononemodelor theother. 12 Vallsetal.2008,Aranda/Galindo2009,Pulido/Zepa2010,Serranoetal.2010,Beach/ Yussen2011,Duncan2012,Flechaetal.2013,Álvarez/Pascual2013,2014,Lyons/Ray 2014. 13 Aranda/Galindo2009. 14 Duncan2012,Reed/Vaughn2012,Lyons/Ray2014. Similarities anddifferencesbetweenbookclubsanddialogic literarygatherings 253 Open-Access-Publikation im Sinne der CC-Lizenz BY 4.0