Research on Information Science and Public Libraries

Describing the Reading Discourse in the in Book Reading Meetings by the Iran Public Libraries Foundation

10.61882/publlij.2025.730509

Articles in Press, Accepted Manuscript
Available Online from 17 October 2025
Research on Information Science and Public Libraries

Document Type : Original Article

Authors

Alireza Panahi Dodaran 1
Mohammad Khandan 2

1 Msc. in Information Management, Department of Information Science and Knowledge Management, Faculty of Management, University of Tehran, Tehran, Iran

2 Department of Information Science and Knowledge Management, Faculty of Management, University of Tehran, Tehran, Iran.

Abstract
Porpuse: The present study aims to describe the discourse of reading in the "Book Reading Meetings" organized by the Iran Public Libraries Institution.
Methods: The research method is discourse analysis. Linguistic tools from the descriptive level of Fairclough's approach to discourse analysis were applied to analyze 28 texts produced about the "Book Reading Meetings." The analysis was conducted using MaxQDA 2020 software.
Results: The discourse of "reading therapy" was identified in the "Book Reading Meetings." Within this discourse, the reading practice is represented as purposeful reading intended to treat mental and social illness. The reader is portrayed as an individual who reads to cure or prevent an illness. Printed books are represented as appropriate and beneficial reading materials, while public libraries are depicted as social clinics.
Conclusion: The dominance of the "reading therapy" discourse marginalizes other interpretations and practices of reading. As reading is solely represented as purposeful reading of printed books for treatment or prevention, other perspectives on reading, such as reading for pleasure, relaxation, or empowerment, are sidelined. Similarly, other reading resources, like magazines, and tools, such as digital reading devices, are concealed. Alternate interpretations of public libraries, such as centers for lifelong learning and empowerment, are excluded. Furthermore, other conceptions of the reader, such as someone who reads for leisure or someone with obsessive reading tendencies, are dismissed.

Keywords

Discourse Analysis
Reading
Public Library
Book Reading Meetings
Reading Practice

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