Creating reading clubs that foster resiliency: Theoretical foundations

Abstract

Abstract. This article presents a discussion on current theoretical trends that consider reading as a literacy social practice and resiliency as a building process. The concepts explored in this paper are central part of the theoretical and research based foundations of a literacy proposal conducted to identify resiliency building processes through dialogic experiences generated after reading events. The core concepts to be discussed in this article constitute the basis for the creation of a reading club viewed as an alternative to contribute to the education of individuals as social, resilient readers. Reading in this proposal is understood as a situated social literacy practice in which reading transactions and readers' response, critical pedagogy, and processes of resiliency building play a central role in the development of the reading club.Keywords. Reading club, reading as a situated social practice, reading transactions, resiliency building and critical pedagogy.Resumen. Este artículo presenta los principios teóricos más recientes que consideran la lectura como una práctica social alfabetizadora, y la resiliencia como un proceso de construcción. Los conceptos explorados en este documento son parte central de los fundamentos teóricos que orientan una propuesta alfabetizadora desarrollada para identificar procesos de resiliencia a través de experiencias dialógicas generadas en encuentros de lectura. Así, los conceptos por discutir en este documento constituyen la base para la creación de un club de lectura visto como un programa alternativo que contribuye a la educación de individuos como lectores sociales resilientes. La lectura en esta propuesta se asume como una práctica social situada alfabetizadora, donde la transacción y respuesta a la lectura, la pedagogía crítica y los procesos de construcción de resiliencia son centrales en el desarrollo del club.Palabras clave. Club de lectura, la lectura como una práctica social situada, transacción y respuesta a la lectura, construcción de resiliencia y pedagogía crítica.

Creating a Book Club with a Critical Approach to Foster Literacy Practices

“…Therefore, it seems to be essential to explore alternatives that can help efl teachers to detach, at least to some extent, from the strong focus on the linguistic and the textual when reading and writing in the efl classroom and promote literacy practices that may make the learning of the language a more meaningful, engaging, and pleasant activity. As argued by Chapetón (2005) "developing alternative reading programs can contribute a lot to the education of individuals as social readers" (p. 4) since these spaces may foster self and free expression, dialog, and discussion, and thus, the social construction of meaning.…”

The rise of reading and conversation clubs during Chihuahua’s violent times

“…In the case of reading clubs in schools, these seek to develop reading comprehension skills in children, to increase their reading speed and good spelling, and to serve as a space and vehicle to develop their imagination, their taste for reading, to improve socialization and overcome problems or conflicts through the stories they find in books. These reading programs can contribute to the development of social readers, which is favorable, because it helps individuals from common contexts to construct meanings and it is important to create “spaces for self and free expression where people are sharing ideas, opinions, emotions or whatever emerges from the transactional interaction between readers and texts” (Chapetón, 2005: 4). Such statement brings us back to a Freirean conception of reading, as he conceives it as a process in which the reader connects the text and context of the work with their own social and personal context and experiences.…”

“…The argument of changing reality through activities that imply reading, culture, socialization and a sharing attitude is vital for society’s resilience. For instance, Chapetón (2005) calls ‘resistant readers’ those that “communicate, express, negotiate and share critical responses to reading, is a way to understand our worlds (…) to foster changes and be reflective of our lives by creating a social-supportive network among the participants of that community of readers” (p. 5).…”

“…The rise of RCC, with the purpose of reconquering spaces and feeling safer may have happened spontaneously, or even intuitively. But such groups, conformed as a space for support, resilience and interaction “provides participants with a space where they can feel free to explore and share emotions, concerns, feelings and thoughts by being critical readers of the word and the world that surround them” (Chapetón, 2005: 14). Moreover, such conquest and emergence of safe spaces is considered within the development of a ‘violence prevention culture’ in societies (Rau and Castillo, 2008).…”