More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact of DLGs on children, adolescents and adults involved in different settings. It has reviewed 46 articles published between 2010 and 2021. The findings of this systematic review provide a better understanding on the DLG as educational and learning action that enables dialogue and exchange, overcoming stereotypes and cultural barriers, self-improvement through education, increasing one's self-esteem, creating a non-violent and supportive environment, bringing the community in, and taking the new learnings out, building new possible worlds in all ages and in very divers settings such as primary, secondary, high, special, and adult schools, family and community education, foster care centre for minors, and prisons. Implications of the evidence on the impact of DLG for practice and policymaking could be considered for the promotion of educational and learning actions aimed at both the improvement linguistic and reading skills and the enhancement of values that promote social cohesión.

在索引同行评审期刊上开始发表关于对话文学聚会的十多年后，有必要进行一项收集调查结果的系统审查，以便为未来的教育研究、实践和政策制定提供进一步的见解。本系统评价的目的是收集有关 DLG 对不同环境中的儿童、青少年和成人的社会、教育和学习影响的现有证据。它审查了 2010 年至 2021 年期间发表的 46 篇文章。该系统审查的结果使人们更好地理解 DLG 作为教育和学习行动，能够促进对话和交流、克服刻板印象和文化障碍、通过教育自我完善、提高自我-尊重，创造一个非暴力和支持的环境，将社区带入，将新知识带出，在所有年龄段和非常多样化的环境中建立新的可能世界，例如小学、中学、高中、特殊学校和成人学校、家庭和社区教育、未成年人寄养中心，以及监狱。可以考虑有关 DLG 对实践和决策的影响的证据的含义，以促进旨在提高语言和阅读技能以及增强促进社会凝聚力的价值观的教育和学习行动。