Research References
Coffey, G. (2012). Literacy and technology: Integrating technology with small group, peer-led discussions of literature.
International Electronic Journal of Elementary Education, 4(2), 395–405.
https://eric.ed.gov/?id=EJ1068622
From the ERIC abstract: “This review examines research of computer-mediated small
group discussion of literature. The goal of this review is to explore several instructional
formats for integrating print-based and new literacies skills. First, the theoretical
foundations for the shift from teacher-led to student led discussion are outlined.
Research exploring ways in which technology has been infused into several common
elements of literature discussion groups are presented next. Benefits and challenges
of such integration are highlighted and suggestions for future research are presented.”
Elhess, M., & Egbert, J. (2015). Literature circles as support for language development.
English Teaching Forum, 53(3), 13–21.
https://eric.ed.gov/?id=EJ1077926
From the ERIC abstract: “There are many instructional approaches for helping
English language learners improve both reading comprehension and overall language
proficiency. One such approach, the literature circle—which is somewhat like a student
book club in the classroom—has drawn a great deal of attention in recent years (Schlick
Noe and Johnson 1999). Many teachers champion the strategy and use it consistently
in their classrooms (Daniels 2002). According to the Standards for the English Language
Arts published by the International Reading Association and National Council of Teachers
of English (1996, 32), the instructional practices realized by literature circles
embody quality educational standards and are used by teachers ‘who are bringing out
the best in their students day by day.’ To shed light on the many ways that literature
circles improve English skills, this article defines the term, provides a brief theoretical
foundation for the use of literature circles, describes their benefits, and then
presents a four-lesson unit that applies the approach to the teaching of a literary
text.”
Grisham, D. L., & Wolsey, T. D. (2006). Recentering the middle school classroom as a vibrant learning community: Students,
literacy, and technology intersect.
Journal of Adolescent & Adult Literacy, 49(8), 648–660.
https://eric.ed.gov/?id=EJ737968
From the ERIC abstract: “Technology reshapes our thinking about learning in multiple
ways. This article proposes that middle school students can use asynchronous online
discussions to improve their responses to literature, increase their engagement with
the classroom community, and recenter the classroom around student voices. Working
in small groups, students read the same novel. They are prompted to post their responses
to the young adult literature in a closed, egalitarian online network. The authors
examined online transcripts, interviewed students, and observed lesson sequences
in eighth-grade humanities classrooms over three years. They found that threaded
discussions helped these middle school students to: (1) Engage with and learn new
literacies; (2) Examine literature through a more critical lens; and (3) Socially
construct knowledge to create a more authentic community of learners. The authors
also found that the role of the teacher is transformed by technology to scaffold
instruction through participation in online conversations.”
What Works Clearinghouse. (2010).
Book clubs. What Works Clearinghouse Intervention Report. Washington, DC: Institute
of Education Sciences, U.S. Department of Education.
https://eric.ed.gov/?id=ED511825
From the ERIC abstract: “Book clubs provide a reading framework designed to supplement
or organize regular classroom reading instruction for students in grades K–8. This
review focuses on ‘Book Club’ (Raphael & McMahon, 1994) and ‘Literature Circles’
(Daniels, 2002), but it uses the general lowercase) term ‘book clubs’ to embrace
both ‘Literature Circles’ and ‘Book Club’ activities, as well as small-group discussion
activities that closely resemble either strategy but may leave out one or more key
elements of these originally conceived instructional paradigms. The book club framework
aims to improve students’ comprehension skills and ability to interpret and think
critically about text. The What Works Clearinghouse (WWC) identified 284 studies
of book clubs for adolescent learners that were published or released between 1989
and 2009. Eleven studies are within the scope of the Adolescent Literacy review protocol
but do not meet WWC evidence standards. Eight studies do not establish that the comparison
group was comparable to the treatment group prior to the start of the intervention.
Two studies have confounding factors, such as combining book clubs with other interventions,
which makes it impossible to attribute the observed effect solely to book clubs.
One single-case design study did not meet the minimum threshold of at least three
attempts to demonstrate an intervention effect. Two hundred seventy-three studies
fall outside the Adolescent Literacy review protocol. One hundred thirty-one studies
have an ineligible study design. One hundred eighteen studies do not have a comparison
group. Thirteen studies are meta-analyses or literature reviews. One hundred forty-two
studies are outside the scope of the Adolescent Literacy review protocol for reasons
other than study design. Forty-nine studies do not measure the effectiveness of book
clubs in a manner defined by the WWC. Forty-two studies do not evaluate the impact
of book clubs on student literacy outcomes. Thirty-five studies feature a sample
that does not include students in grades 4–12. Fifteen studies feature a sample that
is less than 50% general education students. One study occurred outside the geographical
area covered by the Adolescent Literacy review.”
Woodruff, A. H., & Griffin, R. A. (2017). Reader response in secondary settings: Increasing comprehension through meaningful
interactions with literary texts.
Texas Journal of Literacy Education, 5(2), 108–116.
https://eric.ed.gov/?id=EJ1162670
From the ERIC abstract: “A fresh look at the reader response theory to enhance
student comprehension through meaningful interactions with literature, this paper
explores the instructional implications of a reader response approach in secondary
classrooms and examines its role in fostering students’ critical reading and thinking
skills. The approach promotes transaction between readers and texts as readers are
given the freedom to analyze literary pieces based on their personal experiences,
diverse cultures, and unique perspectives. A selective review of recent literature
on the positive effect of the reader response approach in secondary settings is included,
demonstrating how this approach yields positive results with students becoming both
more critical readers and thinkers. The paper also addresses best practices or strategies
that help secondary students increase their reading comprehension and interactions
with literary texts through a reader response approach. Implications for instruction
include reader response journals, reading workshop, and literature circles, which
encourage students to respond to literature as a means of interacting with various
texts in meaningful ways.”
Additional Organizations to Consult
Center for the Collaborative Classroom: Effective Literacy Circles and Book Clubs —
https://www.collaborativeclassroom.org/blog/effective-literacy-circles-and-book-clubs/
From the website: “This is the first installment in a
series of seven posts with ideas and suggestions for running effective literacy
circles or book clubs with students from second grade through high school.”1
Edutopia: How to Create a Classroom Literature Circle —
https://www.edutopia.org/literature-circles-classroom-book-discussion-how-to
From the website: “Teachers who want to try out literature circles need to know
one thing—no two circles look the same.
‘It's an approach that’s so different in every classroom,’ says Katherine L. Schlick Noe, an education professor at Seattle
University who has written extensively about literature circles. ‘So many people
use them in different ways.’
The keys to success are simplicity and adaptability. And although it might seem that the most logical subjects in which to
use literature circles are those heavy in reading, such as language arts, history,
and English, they can be used in other subjects. A high school science teacher in
North Carolina, for example, uses literature circles to help her students understand
complex scientific terms.”
Literature Circles Resource Center —
http://www.litcircles.org/Overview/overview.html
From the website: “The Literature Circles Resource Center web site is based on
the premise that there is
no one way to do literature circles. Literature circles look different in every
classroom; they change from teacher to teacher, grade to grade, student to student.
Literature circles have no recipe, they are not a specific ‘program’, and they never
look the same from year to year—or even from day to day. The reason? True engagement
with literature within a community of learners can’t possibly be prescribed—it can
only be described. And that’s the goal of this web site.”
ReadWriteThink: Literature Circles: Getting Started —
http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html
From the website: “This lesson provides a basic introduction to literature circles,
a collaborative and student-centered reading strategy. Students begin by selecting
a book together then are introduced to the four jobs in the Literature Circles: Discussion
Director, Literary Luminary, Vocabulary Enricher, and Checker. The teacher and student
volunteers model the task for each of the four roles, and then students practice
the strategies. The process demonstrates the different roles and allows students
to practice the techniques before they are responsible for completing the tasks on
their own. After this introduction, students are ready to use the strategy independently,
rotating the roles through four-person groups as they read the books they have chosen.
The lesson can then be followed with a more extensive literature circle project.”