Document Type : Original Article
Authors
1
Ph.D. Student in KIS, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2
Department of Knowledge and Information Science, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3
Department of Education, Information and Communication, Faculty of Philosophy, Science and Letters, University of São Paulo, Ribeirão Preto, Brazil;
10.61882/publlij.2025.2065898.1012
Abstract
Purpose: The main objective of this study is a comparative analysis of national reading policy documents in six selected countries (Iran, Finland, France, South Korea, Brazil, and Singapore). By focusing on the identification of key components, structural distinctions, and the extraction of global experiences in promoting a culture of reading, this research seeks to provide a foundation for cultural policymakers to benefit from international practices.
Methods: This study adopts a qualitative approach and applies a comparative–analytical method. The selection of documents was carried out purposively, based on criteria such as geographical diversity, timeliness (between 2010 and 2024), and content comprehensiveness. Data were collected through thematic analysis of official policy documents, and the analysis was conducted using a systematic checklist covering elements such as overarching goals, target groups, responsible institutions, strategies, supporting technologies, and evaluation indicators.
Results: The findings reveal that countries such as Finland, Singapore, and South Korea, by adopting data-driven approaches, systematically utilizing technology, addressing multilingualism, and strengthening institutional participation, have succeeded in formulating and implementing coherent, targeted, and effective policies for promoting a reading culture. In contrast, policy documents from Iran and Brazil focus more on reinforcing cultural and identity values, while exhibiting less institutional coherence and limited technological orientation. Among the key structural differences across countries are variations in institutional frameworks, the breadth of target groups, and the extent of technology adoption.
Conclusion: The results indicate that the success of reading policies worldwide depends on institutional coherence, attention to educational equity, the use of modern technologies, and the comprehensive participation of cultural and educational institutions. Accordingly, revising Iran’s policy documents—drawing inspiration from the experiences of countries such as Finland, Singapore, and South Korea—can improve the culture of reading and the effectiveness of cultural interventions in the country.
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