Before choosing the first book for a reading group, agree on three things. Who would like to take part, how everyone can access the reading, and when they can discuss it. A simple plan, with room to listen and adjust the pace, can help a group get started in a library, school, community organisation or among friends.

What a reading group is and the forms it can take

A reading group meets regularly to discuss a shared text. Often members read independently before the meeting. Other groups read together during a session and work through the text at a shared pace.

  • Library groups. These may have library staff support, a meeting space and help obtaining copies.
  • School groups. These bring the school community together around reading. Explain when participation is voluntary and when the activity is part of classroom work.
  • Young people’s groups. Give young members a say in reading choices, pace and activities. Their interests can span many genres and formats.
  • Easy Read groups. These use texts prepared to accessibility criteria and support for comprehension. They may combine reading aloud, clarification and discussion according to participants’ needs.
  • Themed groups. Explore a subject, genre or question through different works. Try alternating fiction, poetry, comics and nonfiction.
  • Online or hybrid groups. Discuss reading by video call, through written exchanges at different times, or by combining in-person meetings with remote participation.

Bringing the group together and setting a schedule

As a starting example, you could suggest 6 to 12 members, a meeting every three or four weeks, and sessions lasting 60 to 90 minutes. Adjust these planning examples to people’s schedules, support needs and the difficulty of the reading.

An invitation should explain who the group is for, where it meets, how to join and whom to ask about books. Check physical access, lighting, noise and travel. For online meetings, explain how to connect and offer a test beforehand.

Use the first meeting to agree on how the group will work. Set dates, decide how to report an absence, and agree whether to discuss the whole work or selected chapters. Discuss how to handle endings, new members and attendance when someone has not finished the reading.

The facilitator helps the conversation happen

The facilitator prepares the reading, suggests questions and helps share speaking time. They can provide brief context, distinguish facts from interpretations and bring the conversation back to the text when it drifts. They also coordinate reminders and, where relevant, the distribution and return of copies.

Ask “Which part makes you think that?” and listen to different interpretations. Invite people who have spoken less to contribute, while leaving them free to decide. If one person takes up a lot of time, thank them and open the discussion to someone else. Members can share tasks such as introducing a reading, keeping notes or preparing an activity.

Choosing reading that members can access and enjoy

Check actual availability before finalising the programme. Ask the library about reading group sets, reservations and interlibrary loans. Confirm copy numbers, dates, loan periods and any transport or return conditions. Digital licences may also limit simultaneous borrowing.

Prepare two or three feasible choices and decide together. Consider length, language, structure and the time members can devote to reading. Alternate demanding works with shorter ones and make room for different voices, places, periods, subjects and formats. Check available translations or adaptations and agree how to locate passages when editions have different page numbers. For an Easy Read group, check that both the materials and the support suit its members.

Preparing and leading a meeting

A short discussion sheet can include an introduction to the work, five open questions and a few passages identified by chapter. Check background information before sharing it. Library reading guides can help you prepare and support the conversation.

For a meeting of about 75 minutes, try the following sequence and adjust the timing.

  1. Welcome and first impressions. Ask what caught people’s attention, what surprised them or where reading became difficult.
  2. Discussion with the text to hand. Explore a few questions and allow others to emerge. “How does our impression of this character change?”, “What does the narrative voice contribute?” or “Which example supports this idea?” can bring the conversation back to particular passages.
  3. Comparing readings. Invite another perspective, allow a little silence and offer short turns. In a large group, talking in pairs can help people contribute before returning to the whole group.
  4. Closing and next steps. Note an unanswered question, confirm the next date and explain how to access the next reading.

Handle disagreements respectfully and avoid asking for personal experiences that someone would rather keep private. If a sensitive discussion arises, offer to change the focus or take a break.

Activities that extend the reading

An author, translator or illustrator event can begin with questions prepared by the group. When comparing a book with its film adaptation, choose a scene and look at changes in viewpoint, pace or information. Ask the organising institution about the appropriate arrangements for a group screening.

You could also visit an exhibition, archive or place connected with the reading, or exchange ideas with another group. Plan accessibility, travel and any costs, and agree on alternatives for members who would prefer to participate differently.

Looking after online and hybrid meetings

Choose tools that members find easy to use. A video call for meetings, a shared calendar and a messaging space for reminders may be enough. For forum discussions, open a thread for each theme or section of the reading, state the dates and make clear how far into the story people may discuss endings.

Check audio and access before starting. Explain how to request a turn and use chat or captions where helpful. At a hybrid meeting, ask someone to look after remote participants and repeat contributions that the room microphone misses.

Agree on which contact details will be shared, who can access the group and how long notes will be kept. Agree in advance about any recording. For school or youth groups, use the institution’s established communication channels and participation rules.

Sustaining interest and recording the group’s journey

After a few meetings, ask which readings and activities are working and what could change. If attendance or finishing the texts becomes difficult, review meeting times, length or pace. A shorter reading, a catch-up session or choosing the next theme together can help maintain continuity.

Keep a simple record of the title, author, edition or translation, date and a few shared questions or impressions. A notebook or shared document can help members trace connections between books. Ask permission before attributing comments to individuals or sharing photographs. Looking back over the record can help the group decide what to explore next.

Public resources and library networks that can help

Ask your library what support it offers and which services apply locally. In Spain, the Library of Aragón lists reading group sets and their borrowing conditions. The Community of Madrid also lends sets to other libraries. Information from Rivas illustrates a virtual reading group linked to digital lending.

In Chile, the National System of Public Libraries provides guidance, discussion planning sheets and regional reading group networks. For accessible activities, the Asociación Lectura Fácil offers resources for libraries, schools and organisations. These examples can help you look for similar support in your own library network.

Sources and practical resources