If you love reading and love to discuss books then you may well be in a reading group. Chances are that you meet at someone’s house with a glass of wine and some nibbles – maybe even in the lounge of a suburban, semi-detached house if we stretch the traditional image of a reading group or book club to its limit! As part of the Quick Reads outreach work this year, NIACE has worked hard to break this stereotype and bring the simple pleasure of reading and discussing books to a wider audience – to people who don’t necessarily see themselves as readers let alone ‘book group types’. Reading groups or book clubs have become increasingly popular in recent years, with many libraries, bookshops and workplaces hosting actively work together, talk to each other and engage in reading collaboratively. Reading groups can build confidence in speaking in groups and develop oral communication skills to express opinions, summarise information and present an argument or train of thought in a coherent way. Adults can draw on their life experience to join in discussions and, whatever their starting point, can improve and develop their confidence to speak in a group. 

Skills and confidence Participants can interrogate the text, voice their opinions and listen to the opinions of others and not simply be passive recipients of information. By framing questions carefully, facilitators can develop reading skills and confidence. Asking a reading groups The joy of Reading groups have a cosy, suburban image – but NIACE, through its Quick Reads outreach work, has been working to challenge the stereotype, says SUE SOUTHWOOD meetings, while a wealth of support is available online. They provide a chance to read, share opinions, chat and have fun – each one will be unique in how it works. Discussing books can help to reinforce, change or challenge perceptions and help to build knowledge and appreciation of the views of others. There is no test, fear of failing or other negative associations that some people may associate with formal learning. Reading is generally seen as an individual activity but a reading group creates a climate that is conducive to learning as participants participant to form an opinion on their reading, checks for understanding but also allows reflection on what’s been read and understood. This encourages reading for meaning and develops critical thought. Asking someone to explain the writer’s perspective can encourage critical evaluation of a text and also to explore the purposes of the writer. Detailed questions about the writer’s choice of particular words and phrases can deepen an understanding of a text and encourage learners to ’read between the lines’. Higher-level questions can allow learners to reflect on what they’ve read and

36 ADULTS LEARNING SPRING 2012