A qualitative study on reading innovation in Spain
Carmen Álvarez-Álvarez (Santander)
Some organisations in Spain that seek to foster innovation in reading are keen to establish book clubs or dialogical literary gatherings, given their positive results in significantly improving reading comprehension and linguistic competence. However, there are notable differences between these two practices that are not always clear. This paper presents the results of an ethnographic study based on participant observation and interviews with key informants that tackles their similarities and differences in school and social settings. The results show that their differences lie in origin, purpose, methodology, and coordination, among others. The conclusions show different paradigms of innovation in reading behind these practices, organisations should opt for one or the other.
Keywords: Book club, dialogic literary gathering, innovation, schools, library.
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