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2. Pierre Bourdieu, Distinction: a Social Critique of the Judgment of Taste, trans. Richard Nice (1979; Cambridge, MA: Harvard University Press, 1984), 359–60.
3. Elizabeth Long, ‘Textual Interpretation as Collective Action’, in The Ethnography of Reading, ed. Jonathan Boyarin (Berkeley: University of California Press, 1992), 193. See also Pierre Bourdieu, The Field of Cultural Production (New York: Polity Press, 1993).
5. Jenny Hartley, Reading Groups (Oxford: Oxford University Press, 2001); Elizabeth Long, Book Clubs: Women and the Uses of Reading in Everyday Life (Chicago: University of Chicago Press, 2003); ‘Textual Interpretation as Collective Action’, Discourse 14, 3 (1992): 104–30; Elizabeth McHenry, ‘“Dreaded Eloquence”: the Origins and Rise of African American Literary Societies and Libraries’, Harvard Library Review 6, 2 (1995): 32–56; Heather Murray, Come, Bright Improvement! The Literary Societies of Nineteenth-Century Ontario (Toronto: University of Toronto Press, 2002); Marilyn Poole, ‘The Women’s Chapter: Women’s Reading Groups in Victoria’, Feminist Media Studies 3, 3 (2003): 263–81.
6. Norma Linda González, ‘Nancy Drew: Girls’ Literature, Women’s Reading Groups, and the Transmission of Literacy’, Journal of Literacy Research 29, 2 (1997): 221–51; Linsey Howie, ‘Speaking Subjects: a Reading of Women’s Book Groups’, PhD dissertation, La Trobe University (1998) and Chapter 7 below; DeNel Rehberg Sedo, ‘Badges of Wisdom, Spaces for Being: a Study of Contemporary Women’s Book Clubs’, PhD dissertation, Simon Fraser University, Burnaby, BC (2004).
7. Several studies investigate the Internet portion of Oprah’s Book Club (http://www.oprah.com/entity/oprahsbookclub). See, for instance, Yung-Hsing Wu, ‘The Romance of Reading Like Oprah’, in The Oprah Effect: Critical Essays on Oprah’s Book Club, ed. Cecilia Konchar Farr and Jaime Harker (Albany: State University of New York Press, 2008), 73–87, which uncovers reader agency in Oprah’s Book Club online discussion boards.
8. Barbara Fister, ‘Reading as a Contact Sport: Online Book Groups and the Social Dimensions of Reading’, Reference & User Services Quarterly 44, 4 (2005): 303–9.
9. Barbara Fister, ‘Reading as a Contact Sport: Online Book Groups and the Social Dimensions of Reading’, Reference & User Services Quarterly 44, 4 (2005): 303–9.
10. Barbara Fister, ‘Reading as a Contact Sport: Online Book Groups and the Social Dimensions of Reading’, Reference & User Services Quarterly 44, 4 (2005): 303–9.
11. Barbara Fister, ‘Reading as a Contact Sport: Online Book Groups and the Social Dimensions of Reading’, Reference & User Services Quarterly 44, 4 (2005): 303–9.
13. Ibid, 208; Trysh Travis, ‘Divine Secrets of the Cultural Studies Sisterhood: Women Reading Rebecca Wells’, American Literary History 15, 1 (2003): 134–61.
14. Janice Radway, Reading the Romance: Women, Patriarchy, and Popular Literature (Chapel Hill and London: University of North Carolina Press, 1991).
18. DeNel Rehberg Sedo, ‘Readers in Reading Groups: an On-Line Survey of Face-to-Face and Virtual Book Clubs’, Covergence: the Journal of Research into New Media Technologies 9, 1 (2003): 66–90.
21. Henry Giroux, as cited in Douglas Kellner, ‘Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux’, Critical Studies/Critical Methodologies 1, 2 (2001), 236.
25. Thomas R. Lindlof, ‘Media and Audiences as Interpretive Communities’, in Communication Yearbook, ed. James Anderson (Newbury Park, CA: Sage, 1988), 81–107.
26. Stanley Fish, Is There a Text in This Class? The Authority of Interpretive Communities (Cambridge, MA: Harvard University Press, 1980).
27. Stanley Fish, Doing What Comes Naturally: Change, Rhetoric, and the Practice of Theory in Literary and Legal Studies (Oxford: Clarendon Press, 1989). While useful for its foregrounding of the collective, there are problems with attributing too much determinism to the regulatory norms in Fish’s model. First, Fish’s readers might be characterized as imprisoned in communal norms of interpretation, coerced by their authority as noted in Elizabeth Freund, The Return of the Reader: Reader-Response Criticism (London: Methuen, 1987). Second, authority, according to Fish’s outline, is usually androcentric – see Patrocinio P. Schweickart, ‘Reading Ourselves: Toward a Feminist Theory of Reading’, in Gender and Reading: Essays on Readers, Texts, and Contexts, ed. Patrocinio P. Schweickart and Elizabeth A. Flynn (Baltimore and London: Johns Hopkins University Press, 1986). Schweickart’s critique is an important one because she argues that by focusing on the processual as Fish’s model does, we lose sight of the underlying social structural forces that may allow a preferred or dominant interpretative community/or reading to emerge, and a minority one to recede. Agency is always constrained by social structure, and the power of class in acculturation.
29. Danielle Fuller and DeNel Rehberg Sedo, ‘A Reading Spectacle for the Nation: the CBC and “Canada Reads”’, Journal of Canadian Studies 40, 1 (2006): 5–36.
31. Nicholas C. Burbules, ‘Rethinking Dialogue in Networked Spaces’, Cultural Studies – Critical Methodologies 6, 1 (2006), 114.
34. Elizabeth Flynn and Patrocinio P. Schweickert, eds, Gender and Reading: Essays on Readers, Texts and Context (Baltimore: Johns Hopkins University Press, 1986).
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Sedo, D.R. (2011). ‘I Used to Read Anything that Caught My Eye, But …’: Cultural Authority and Intermediaries in a Virtual Young Adult Book Club. In: Sedo, D.R. (eds) Reading Communities from Salons to Cyberspace. Palgrave Macmillan, London. https://doi.org/10.1057/9780230308848_6
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