Literature Circles
Greetings. The following materials are intended to provide an introduction to Literature Circles. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Mei-Yu Lu
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Discussion Groups and Literature Circles
Literature Circles: Voices and Choices in Book Clubs and Reading Groups (fulltext book)
Literature Circles
Literature Circles Resources Center
Writing in the Round: Writing Strategies for Literature Circles
Citations from the ERIC Database
AN: ED452526
AU: Hill,-Bonnie-Campbell; Noe,-Katherine-L.-Schlick; Johnson,-Nancy-J.
TI: Literature Circles Resource Guide: Teaching Suggestions, Forms, Sample Book Lists and Database [with CD-ROM].
PY: 2001
AV: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 ($34.95). Tel: 800-934-8322 (Toll Free).
PR: Document Not Available from EDRS.
DEM: *Adolescent-Literature; *Childrens-Literature; *Literature-Appreciation
DER: Class-Activities; Classroom-Techniques; Elementary-Secondary-Education; Learning-Activities
AB: This guide provides the practical support teachers need to make literature circles succeed. The information provided in the guide should answer the kinds of questions teachers ask colleagues about implementing literature circles. It is not intended to stand alone. It is designed to supplement and extend two professional books on literature circles: "Getting Started with Literature Circles" (Katherine L. Schlick Noe and Nancy J. Johnson, 1999) and "Literature Circles and Response" (Bonnie Campbell Hill, Nancy J. Johnson, and Katherine L. Schlick Noe, 1995). The guide is divided into three broad sections. The first section--Teaching Suggestions and Forms--contains the following parts: (1) Literature Circles Organization; (2) Oral Response: Discussions; (3) Written Response: Journals; (4) Extension Projects; (5) Families and Literature Circles; and (6) References. Under the second section--Sample Book Lists--contains the following parts: (1) Primary Book Lists; (2) Intermediate Book Lists; (3) Upper Intermediate/Middle School Book Lists; and (4) Sample Author Studies. The third section--Bibliography of Professional Resources for Literature Circles--contains the following parts: (1) Professional Resources on Literature Circles and Response; (2) Professional Book Publishers; and (3) Web Site Resources for Literature Circles. (NKA)
AN: EJ596920
AU: Martinez-Roldan,-Carmen-M.; Lopez-Robertson,-Julia-M.
TI: Initiating Literature Circles in a First-Grade Bilingual Classroom.
PY: 2000
SO: Reading-Teacher; v53 n4 p270-81 Dec-Jan 1999-2000
DEM: *Bilingual-Students; *Childrens-Literature; *Discussion-Teaching-Technique; *Group-Discussion; *Small-Group-Instruction
DER: Grade-1; Primary-Education; Reader-Text-Relationship
AB: Describes how the authors introduced and organized small-group literature discussions in a first-grade bilingual class. Discusses the four most frequent types of student responses in discussions: living through the experience; looking closely at text and illustrations; exploring social issues; and making connections (to other books, life experiences, and oral stories). (SR)
AN: EJ604621
AU: Peralta-Nash,-Claudia; Dutch,-Julie-A.
TI: Literature Circles: Creating an Environment for Choice.
PY: 2000
SO: Primary-Voices-K-6; v8 n4 p29-37 Apr 2000
NT: Theme: Multicultural Language Practices.
DEM: *Bilingual-Education; *Literature-Appreciation; *Reading-Improvement; *Reading-Instruction
DER: Bilingual-Students; Books-; Childrens-Literature; Grade-4; Intermediate-Grades; Language-Arts; Reading-Material-Selection; Student-Role
AB: Describes how two teachers in a fourth-grade classroom adapted the idea of literature study to a format that nurtured first- and second-language learning for all their students. Shows how choice of reading materials and choice of language to discuss what was read provided opportunities for students to raise their levels of both fluency and literacy. (SR)
AN: ED442748
AU: Alwood,-Carol-Sonja
TI: Exploring the Role of the Teacher in Student-Led Literature Circles.
PY: 2000
PR: EDRS Price MF01/PC04 Plus Postage.
DEM: *Discussion-Groups; *Teacher-Role
DER: Discussion-Teaching-Technique; Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; Reading-; Student-Behavior; Teacher-Researchers; Teaching-Methods
AB: This qualitative study investigated the role of the teacher in student-led literature circles by comparing the types of comments that students made when the teacher was and was not present. Comments were analyzed using specific Essential Academic Learning Requirements (Washington State, 1997) in reading and four other categories including text support, conversation maintenance, off task remarks, or comments made by the teacher. Subjects participated in two different sets of literature circle groups which lasted 6 weeks each. Sixteen discussions were audiotaped and coded. Results indicate that all discussions had the largest number of comments in the categories of comprehension of story ideas and details and reading for literary experience. Groups which met without the teacher made more off-task comments. This study concludes that the teacher's role will vary based upon students' skills and learning needs. Thirteen appendixes are included. (Contains 34 references.) (Author/SM)
AN: ED444180
AU: Jago,-Carol
TI: Alice Walker in the Classroom: "Living by the Word." The NCTE High School Literature Series.
CS: National Council of Teachers of English, Urbana, IL.
PY: 2000
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 01143-3050: $9.95 members, $12.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org.
PR: EDRS Price MF01/PC04 Plus Postage.
DEM: *Authors-; *English-Instruction; *High-Schools; *Literature-Appreciation
DER: Censorship-; Class-Activities; Critical-Thinking; Novels-; Poetry-; Reading-Instruction; Short-Stories; Writing-Instruction
AB: This small book is a handy guide for bringing the work of author Alice Walker into the classroom. It includes biographical information, ideas for literature circles using Walker's short stories, sample writing lessons using Walker's poems, suggestions for teaching "The Color Purple," and a wealth of resources for further investigation of Alice Walker and her work. The book's 6 chapters are: (1) "Where Life and Art Intersect," with background information about Walker, including her activism during the 1960s civil rights movement; (2) "Writing from Models," offering guidelines for having students write their own poems modeled after several of Alice Walker's; (3) "'The Color Purple,'" exploring how students can develop the reading skills they need to navigate this challenging text; (4) "Taking a Critical Stance," offering reviews and critical analysis of Walker's work from various viewpoints, helping students reconsider and refine their own experience; (5) "Censorship," exploring issues of censorship in the classroom and providing suggestions for teachers committed to supporting their students' right to read; and (6) "More," containing additional sources of information about Alice Walker and her work. A chronology of Alice Walker's life is included. (Contains 19 references.) (SR)
AN: EJ611209
AU: Goldberg,-Shari-M.; Pesko,-Ellen
TI: The Teacher Book Club.
PY: 2000
SO: Educational-Leadership; v57 n8 p39-41 May 2000
DEM: *Adult-Learning; *Literature-Appreciation; *Professional-Development; *Recreational-Reading; *Student-Needs; *Teacher-Participation
DER: Discussion-; Discussion-Teaching-Technique; Elementary-Secondary-Education; Reading-Strategies; Student-Participation; Teaching-Methods; Thinking-Skills
AB: Teachers require new ways of teaching, including readers' workshops, literature circles, and book clubs to promote critical thinking and positive attitudes toward reading. When teachers gather to discuss nonprofessional literature, they tap into their love of reading while enhancing their understanding of students' needs. (MLH)
AN: EJ612125
AU: George,-Marshall-A.; Stix,-Andi
TI: Using Multilevel Young Adult Literature in Middle School American Studies.
PY: 2000
SO: Social-Studies; v91 n1 p25-31 Jan-Feb 2000
DEM: *Adolescent-Literature; *Instructional-Effectiveness; *Interdisciplinary-Approach; *Student-Empowerment; *Student-Motivation
DER: Cooperative-Learning; Educational-Strategies; Middle-Schools; Readability-; Relevance-Education; Social-Studies; United-States-History
AB: Discusses the benefits of using young adult literature and trade books when teaching social studies to middle school students, especially in relation to student motivation and reading level. Addresses how to use young adult literature, student choice of books, and cooperative learning. Describes two classroom activities for a follow-up to literature circles. (CMK)
AN: EJ617692
AU: Holt,-Janice; Bell,-Barbara-Halliwill
TI: Good Books, Good Talk, Good Readers.
PY: 2000
SO: Primary-Voices-K-6; v9 n1 p3-8 Aug 2000
NT: Theme: Literature Circles: Growing Our Reading Lives.
DEM: *Literature-Appreciation; *Reading-Instruction
DER: Classroom-Environment; Discussion-Teaching-Technique; Elementary-Education; Reader-Response; Reader-Text-Relationship; Reading-Material-Selection
AB: Highlights an elementary school where teachers help children build good reading lives by teaching reading through literature circles. Discusses five essential strands of thinking that guide the teaching of reading through literature study: building community, reading literature, having choices in reading, participating in open and lively conversations, and assessing progress. (SR)
AN: EJ617809
AU: Johnson,-Holly
TI: "To Stand Up and Say Something": "Girls Only" Literature Circles at the Middle Level.
PY: 2000
SO: New-Advocate; v13 n4 p375-89 Fall 2000
DEM: *Females-; *Middle-Schools; *Self-Concept; *Sex-Bias; *Sex-Fairness
DER: Adolescent-Literature; Classroom-Communication; Junior-High-Schools; Language-Arts; Literature-Appreciation; Racial-Attitudes; Reading-Research
AB: Discusses the phenomenon of girls falling silent in the classroom and its detrimental effects on their learning. Observes 11 middle school girls in their reading classrooms and the "girls only" literature circles they participated in. Describes how they benefited from these "girls only" literature circles. Argues it is important to disrupt girls' silencing early on. (SR)
AN: EJ617769
AU: Brabham,-Edna-Greene; Villaume,-Susan-Kidd
TI: Continuing Conversations about Literature Circles.
PY: 2000
SO: Reading-Teacher; v54 n3 p278-80 Nov 2000
DEM: *Literacy-; *Reading-Instruction
DER: Discussion-Teaching-Technique; Elementary-Secondary-Education; Reading-Comprehension; Reading-Improvement; Reading-Strategies
AB: Explores what purposes literature circles serve for students and why they are positive components of literacy instruction. Discusses why literature circles are important, group size, texts to use, how students prepare for literature circles, and how to make adjustments for struggling readers. Includes a 13-item list of resources. (SR)
AN: EJ617697
AU: McNair,-Thurza; Nations,-Sue
TI: Final Reflections: How Fairview Became a School Where Literature Circles Could Thrive.
PY: 2000
SO: Primary-Voices-K-6; v9 n1 p34-38 Aug 2000
NT: Theme: Literature Circles: Growing Our Reading Lives.
DEM: *Educational-Environment; *Faculty-Development; *Instructional-Leadership; *Principals-; *School-Culture; *Teacher-Administrator-Relationship
DER: Administrator-Role; Elementary-Education; School-Effectiveness; Teacher-Improvement
AB: Describes the role of the principal and assistant principal at Fairview Elementary School in creating a professional learning community. Notes parallels between the evolving cultures in the classrooms where literature circles are occurring and in the entire school becoming a learning community. Discusses the importance of literature, talk, choice, and personal responsibility in creating this school-wide climate. (SR)
AN: EJ617693
AU: Gilbert,-Lori
TI: Getting Started: Using Literature Circles in the Classroom.
PY: 2000
SO: Primary-Voices-K-6; v9 n1 p9-16 Aug 2000
NT: Theme: Literature Circles: Growing Our Reading Lives.
DEM: *Literature-Appreciation; *Reader-Response; *Reading-Instruction
DER: Classroom-Communication; Classroom-Environment; Grade-5; Intermediate-Grades; Reader-Text-Relationship; Reading-Improvement; Teacher-Role; Teacher-Student-Relationship
AB: Explains the author's organized yet reflective approach to getting her fifth-grade students to read in literature circles. Discusses her slow and thorough process of building a community, and teaching students to respond to literature. Discusses resources for literature circles, and describes the first literature circle in her classroom (after extensive preparation). Discusses the teacher's role and assessment of literature circles. (SR)
AN: EJ617694
AU: Burda,-Kathleen
TI: Living and Learning: A Four-Year Journey into Literature Circles.
PY: 2000
SO: Primary-Voices-K-6; v9 n1 p17-23 Aug 2000
NT: Theme: Literature Circles: Growing Our Reading Lives.
DEM: *Literature-Appreciation; *Reading-Instruction
DER: Classroom-Environment; Classroom-Techniques; Elementary-Education; Instructional-Improvement; Student-Evaluation
AB: Describes the author's growing understanding of how literature circles work and the potential they hold. Highlights important shifts in her approach to literature circles from beginning as an intern in her first year, to bringing about transformation and understanding in her second, moving beyond concerns about management in her third year, and encouraging student reflection in the fourth year. (SR)
AN: EJ617695
AU: Hollifield,-Terri
TI: Reflections from an Inclusion Teacher.
PY: 2000
SO: Primary-Voices-K-6; v9 n1 p24-26 Aug 2000
NT: Theme: Literature Circles: Growing Our Reading Lives.
DEM: *Inclusive-Schools; *Literature-Appreciation; *Reading-Instruction; *Self-Concept; *Special-Education
DER: Elementary-Education; Instructional-Effectiveness; Mainstreaming-; Reading-Improvement; Student-Attitudes
AB: Describes and reflects on inclusion practices that allow special education students to be part of classroom literature circles. Describes how the author works with regular classroom teachers to support the special education students in the regular class. Describes how assessment and evaluation in this natural context can lead to individualized instruction. (SR)
AN: EJ617696
AU: Dyer,-Joyce; Conley,-Tina; Lovedahl,-Angie
TI: Talking about Books Right from the Start: Literature Study in First, Second, and Third Grade.
PY: 2000
SO: Primary-Voices-K-6; v9 n1 p27-33 Aug 2000
NT: Theme: Literature Circles: Growing Our Reading Lives.
DEM: *Beginning-Reading; *Emergent-Literacy; *Literature-Appreciation; *Reader-Text-Relationship; *Reading-Instruction
DER: Class-Activities; Primary-Education; Reading-Attitudes; Student-Attitudes
AB: Describes how the authors establish the groundwork and the practice of literature circles in their primary classrooms. Describes how they redefine reading to allow all students to think of themselves as readers from the start. Describes the crucial role of talking and listening. Describes what shape literature circles take. Notes that this kind of teaching is complex and powerful. (SR)
AN: ED431188
AU: Noe,-Katherine-L.-Schlick; Johnson,-Nancy-J.
TI: Getting Started with Literature Circles. The Bill Harp Professional Teachers Library Series.
PY: 1999
AV: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062; Tel: 800-934-8322 (Toll Free); Web site: http://www.christopher-gordon.com/harp.html ($14.95).
PR: Document Not Available from EDRS.
DEM: *Classroom-Environment; *Classroom-Techniques; *Discussion-Teaching-Technique; *Literature-Appreciation
DER: Elementary-Education; Journal-Writing; Student-Projects
AB: Designed to help teachers get started using literature circles in their classrooms, this book gives teachers a boost to begin, offers some insights from other teachers, and helps teachers clarify where to go next. It notes that literature circles (or literature study groups, book clubs, or discussion circles) take many forms and engage students in meaningful response to literature in a variety of ways. After an introduction, the chapters are: (1) Building a Framework for Literature Circles; (2) Classroom Climate; (3) Structure; (4) Good Books for Literature Circles; (5) Discussion; (6) Response Journals; (7) Focus Lessons: Incorporating Literacy Strategies; and (8) Extension Projects. Contains 38 references and a 95-item list of children's literature cited. (RS)
AN: EJ583510
AU: Short,-Kathy; Kaufman,-Gloria; Kaser,-Sandy; Kahn,-Leslie-H.; Crawford,-Kathleen-Marie
TI: "Teacher-Watching": Examining Teacher Talk in Literature Circles.
PY: 1999
SO: Language-Arts; v76 n5 p377-85 May 1999
NT: Theme: Talking Texts.
DEM: *Discussion-Groups; *Group-Discussion; *Teacher-Behavior; *Teacher-Role
DER: Classroom-Communication; Classroom-Research; Grade-4; Intermediate-Grades; Teacher-Student-Relationship
AB: Investigates how teacher talk and social interaction influence children's discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to generate and facilitate their discussions that related to teacher roles within the classroom. (SR)
AN: EJ606409
AU: Kaback,-Suzanne-S.
TI: What Are You Doing Tomorrow? Teachers, Students, and Parents Light the Reading Fire.
PY: 1999
SO: New-Advocate; v12 n3 p277-80 Sum 1999
DEM: *Discussion-Teaching-Technique; *Literature-Appreciation; *Parent-Student-Relationship
DER: Grade-5; Intermediate-Grades; Parent-Role; Parents-as-Teachers; Reading-Attitudes; Reading-Improvement; Reading-Instruction
AB: Describes how the parents of the author's fifth-grade students joined the literature circles in her classroom--either in person, through writing, or through recorded conversations. Notes that the literature discussions became richer and more sophisticated as families added layers of meaning to the context built in class. (SR)
AN: EJ573341
AU: Burns,-Bonnie
TI: Changing the Classroom Climate with Literature Circles.
PY: 1998
SO: Journal-of-Adolescent-and-Adult-Literacy; v42 n2 p124-29 Oct 1998
DEM: *Classroom-Environment; *English-Instruction; *Teacher-Role
DER: Homework-; Intermediate-Grades; Junior-High-Schools; Middle-Schools; Novels-; Reading-Improvement; Thematic-Approach
AB: Suggests that middle school literature circles using novels based around a common theme can change the classroom climate to be more supportive toward taking greater academic risks. Notes that students were offered a choice of book, homework pace, and group roles. (RS)
AN: EJ571136
AU: Mallette,-Marla-H.; Bean,-Thomas-W.; Readence,-John-E.
TI: Using Banks' Typology in the Discussion of Young Adult, Multiethnic Literature: A Multicase Study.
PY: 1998
SO: Journal-of-Research-and-Development-in-Education; v31 n4 p193-204 Sum 1998
DEM: *Adolescent-Literature; *Cultural-Pluralism; *Developmental-Stages; *Ethnicity-
DER: Classification-; Discussion-Teaching-Technique; Graduate-Study; Group-Discussion; Higher-Education; Inservice-Teacher-Education; Student-Attitudes
AB: Explored Banks' stages of ethnic identity development as a framework for discussing young adult, multiethnic literature in graduate level literature circles. Interviews, field notes, videotapes, journals, and ethnic identity protocols indicated that using the typology stimulated quality discussions, and students reflected on their own ethnic identity development (though they did not consider the typology useful for discussing the literature). (Author/SM)
AN: EJ581484
AU: Martin,-Jan
TI: Literature Circles.
PY: 1998
SO: Thresholds-in-Education; v24 n3 p15-19 Aug 1998
DEM: *Discussion-Teaching-Technique; *Literacy-Education; *Reading-Comprehension; *Reading-Instruction; *Scores-
DER: Action-Research; Grade-2; Primary-Education; Teacher-Researchers
AB: A second-grade teacher conducted a study aimed at raising students' abilities to use certain strategies (predicting, questioning, and connecting to text) and at increasing their enthusiasm for reading via literature circles (book discussion groups). Test and rubric results, survey responses, and interview comments affirm literature circles' value. (19 references) (MLH)
AN: EJ600987
AU: Farinacci,-Misse
TI: "We Have So Much To Talk About": Implementing Literature Circles as an Action-Research Project.
PY: 1998
SO: Ohio-Reading-Teacher; v32 n2 p4-11 Win 1998
DEM: *Action-Research; *Instructional-Effectiveness; *Literature-Appreciation; *Reading-Instruction
DER: Grade-2; Primary-Education; Program-Implementation
AB: Discusses implementing and evaluating the effectiveness of literature circles with second grade students. Includes three student profiles. Finds that using literature circles can facilitate development of students' analytical skills. (NH)
AN: EJ567514
AU: Dupuy,-Beatrice-C.
TI: Literature Circles: An Alternative Framework for Increasing Intermediate FL Students' Comprehension and Enjoyment of Texts in the Target Language.
PY: 1997
SO: Mosaic-; v5 n1 p13-16 Fall 1997
DEM: *French-; *Group-Discussion; *Reading-Attitudes; *Reading-Comprehension; *Second-Language-Instruction
DER: College-Students; Discussion-Teaching-Technique; Discussion-Groups; Higher-Education; Literature-Appreciation; Reading-Skills; Second-Language-Learning; Student-Attitudes; Teaching-Methods
AB: Discusses a foreign-language-reading approach through which students are exposed to various books that they self-select and discuss in literature circles, noting 49 college students' reactions to the approach in a French language class. Student surveys indicated that the method had a positive impact on their reading comprehension and attitudes, lowering anxiety and raising confidence and enjoyment. (SM)
AN: ED416503
AU: Pitman,-Marge
TI: Literature Circles.
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DEM: *Instructional-Effectiveness; *Nonfiction-; *Reading-Attitudes; *Reading-Skills
DER: Classroom-Research; Intermediate-Grades; Reading-Ability; Reading-Improvement; Student-Surveys
AB: A study investigated whether using literature circles in the study of non-fiction improved student attitudes about reading and improved comprehension while developing self-confidence and cooperation. A purposeful sample of five students from a combined grade 5/6 class were chosen based on their negative responses about attitude and ability regarding reading. Subjects completed surveys before and after a four-week intervention. Results indicated that in the literature circles, students were able to enhance reading skills, learn from each other, gain self-confidence, improve oral and written communication, discover important themes that run through literature, and have fun in a socially interactive environment. Students were observably more enthusiastic, attentive, and responsible for their own learning in this setting. Educators should keep trying to improve student learning through strategies such as literature circles, allowing students to learn from one another, take responsibility, and develop into independent lifelong learners. A reading interest survey and a literature circle evaluation form are attached. (RS)
AN: EJ556708
AU: Katz,-Claudia-Anne; Kuby,-Sue-Ann; Hobgood,-Jayne-M.
TI: Trapped in a Month of Mondays (Middle School).
PY: 1997
SO: Journal-of-Adolescent-and-Adult-Literacy; v41 n2 p152-55 Oct 1997
DEM: *Group-Dynamics; *Reading-Material-Selection; *Student-Attitudes
DER: Group-Structure; Intermediate-Grades; Junior-High-Schools; Middle-Schools
AB: Presents (in the form of a conversation with "The Vampire") data on middle school students' attitudes toward literature circles, how they choose their groups for literature circles, patterns in the groups chosen, and how students selected the books they did. (SR)
AN: EJ494558
AU: Simpson,-Anne
TI: Not the Class Novel: A Different Reading Program.
PY: 1995
SO: Journal-of-Reading; v38 n4 p290-94 Dec-Jan 1994-95
DEM: *Cooperative-Learning; *Literature-Appreciation; *Reading-Attitudes
DER: Discussion-Teaching-Technique; English-Instruction; Foreign-Countries; Novels-; Reading-Programs; Reading-Strategies; Secondary-Education
AB: Describes an effective literature circle program from Australia that widens secondary school students' horizons. Suggests that they bond together as a community of readers as they develop new reading strategies and a positive attitude about reading. (SR)
AN: EJ521599
AU: Keefe,-Charlotte-Hendrick
TI: Literature Circles: Invitation to a Reading and Writing Community.
PY: 1995
SO: LD-Forum; v21 n1 p20-22 Fall 1995
DEM: *Discussion-Groups; *Language-Arts; *Learning-Disabilities; *Literature-Appreciation; *Reading-Instruction
DER: Childrens-Literature; Elementary-Secondary-Education; Inclusive-Schools; Teaching-Methods
AB: Guidelines for involving students with learning disabilities in classroom literature circles include demonstrating literature discussion, introducing and forming the circles, modifying requirements for students with low reading abilities, building group skills, managing group discussion, and having students keep response journals. (DB)
AN: EJ513255
AU: MacGillivray,-Laurie; and-others
TI: Second Language and Literacy Teachers Considering Literature Circles: A Play.
PY: 1995
SO: Journal-of-Adolescent-and-Adult-Literacy; v39 n1 p36-44 Sep 1995
DEM: *Discussion-Teaching-Technique; *English-Second-Language; *Literature-Appreciation
DER: Higher-Education; Literacy-; Secondary-Education; Teacher-Attitudes
AB: Presents a discussion among three educators focusing on using literature discussions as a vehicle for literacy and language growth in secondary and college courses. (SR)
AN: EJ490688
AU: Noll,-Elizabeth
TI: Social Issues and Literature Circles with Adolescents.
PY: 1994
SO: Journal-of-Reading; v38 n2 p88-93 Oct 1994
DEM: *Adolescent-Literature; *Literature-Appreciation; *Social-Problems
DER: Adolescents-; Class-Activities; Secondary-Education; Student-Participation
AB: Suggests that participation in literature circles, where a small group of students come together to talk about books, could provide students with opportunities to find answers to their questions and to develop new perspectives on social issues. Describes how a group of seventh graders went into the community to search for answers to their questions about social issues. (RS)
AN: EJ494659
AU: Scott,-Jill-E.
TI: Literature Circles in the Middle School Classroom: Developing Reading, Responding, and Responsibility.
PY: 1994
SO: Middle-School-Journal; v26 n2 p37-41 Nov 1994
DEM: *Classroom-Environment; *Cooperative-Learning; *Discussion-Groups; *Independent-Reading; *Reading-Strategies; *Student-Responsibility
DER: Grade-7; Individualized-Instruction; Instructional-Innovation; Intermediate-Grades; Middle-Schools
AB: Literature circles are groups of three to eight students who have read the same (self-selected) story or novel and have gathered to discuss their reading. Discussions are teacher supported but student led, and they combine collaborative learning with independent reading. Teachers can use these small-group discussions to link reading, writing, and classroom talk and create a community of mutually supportive learners. (22 references) (MLH)
AN: ED345230
AU: Andrews,-Sharon-Vincz
TI: Becoming Serious Writers/Readers: Providing Encouragement and Contexts for Learning.
PY: 1992
NT: Paper presented at the Annual Indiana Teachers Applying Whole Language Conference (Terre Haute, IN, February 22, 1992).
PR: EDRS Price MF01/PC01 Plus Postage.
DEM: *Reader-Text-Relationship; *Reading-Instruction; *Reading-Writing-Relationship; *Student-Attitudes; *Teacher-Education-Programs; *Writing-Instruction
DER: Elementary-Education; Higher-Education; Language-Arts; Methods-Courses; Reading-Habits; Undergraduate-Study
AB: Students in a language arts methods class work in learning teams in literature circles. They read novels, keep journals, and use a variety of strategies in exploring the novels and relating the authors' work and ideas to their own lives. Occasionally, the group is asked to develop questions which they would like to ask the author. Invariably, students who are touched deeply by the novel want to know what motivated the writing. Students feel a connection with serious writing. The serious writer, who probably begins as a serious reader, needs to be "fed." Reading and writing are reciprocal; they feed each other. Seventy-four undergraduate elementary education students, asked about what they had read over the summer other than course work, identified magazines (50%), children's books (40%) and newspapers (35%) most often, but of these categories, 50% to 65% reported reading "None" while other types of reading scored significantly lower. When asked about their writing, they pointed to letters (60%) and little else. Because the hectic life of schools leave students with little time to read and write, the schools need to become quiet havens for reading and writing. Motivating student interest in family history can prompt reading and writing. Exposure to serious writing can help reduce student passivity. Good books arouse good storytelling. The language and the story in a good book act as a catalyst to draw out students' and teachers' humanity and love. (SG)
AN: ED336746
AU: Hess,-Mary-Lou
TI: Making Meaning Together through Literature Circles.
PY: 1991
PR: EDRS Price MF01/PC01 Plus Postage.
DEM: *Reading-Instruction; *Teacher-Role
DER: Cooperative-Learning; Discussion-Teaching-Technique; Grade-5; Grouping-Instructional-Purposes; Intermediate-Grades; Learner-Controlled-Instruction; Reading-Programs; Special-Needs-Students; Teacher-Student-Relationship
AB: A special needs teacher and a fifth-grade teacher developed a literature-based reading program based on the principle that no child, particularly the unskilled, should be excluded from a literature group. The program places a high value on talk and uses heterogeneous grouping of students. Students in the class choose the novels they wish to read and the teachers relate intriguing details of the plots and summarize the beginning of the novels. Students are formed into groups of six to eight according to the novels they choose and are responsible for discussion. Discussion begins each day with a summary provided by one of the students. After discussion, students write entries in their reading logs. While one group discusses, other groups listen to tape recordings of portions of the novel or of their own discussions for (self-evaluation), engage in independent reading, or work on illustrations of a scene from the novel. The teacher's role is to support the functioning of the group, not to dominate or dictate. The most successful discussions are ones in which teachers and students work collaboratively to make meaning. Able readers model reading strategies for less able readers, who contribute astute observations about plot. Literature circles provide students with an opportunity to use talk to question, to respond, and to reflect: the teachers assist the students as they share their reading, compare their interpretations, and learn from each other. (A literature circle discussion checklist is enclosed; 14 references and a list of 10 children's books are attached.) (RS)
 Developing Character Through Literature |
Other Resources (available either for sale or via interlibrary loan)
Title: Literature circles: voice and choice in book clubs and reading groups
Author(s): Daniels, Harvey
Publication: Portland, ME: Stenhouse Publishers
Year: 2002 (2nd ed.)
ISBN: 1571103333
Title: Literature circles
Author(s): Flint, Amy Seely.
Publication: Westminster, CA: Teacher Created Materials, Inc.
Year: 1999
ISBN: 1576904806
Title: Literature circles: voice and choice in the child-centered classroom /
Author(s): Daniels, Harvey
Publication: Markham, Ont. : Pembroke Publishers,
Year: 1994
ISBN: 155138048X
Title: Literature circles: voice and choice in the student-centered classroom
Publication: York, ME: Stenhouse Publishers,
Year: 1994
ISBN: 1571100008
Title: Literature circles cooperative learning for grades 3-8 /
Author(s): Neamen, Mimi and Strong, Mary
Publication: Englewood, CO: Teacher Ideas Press,
Year: 1992
ISBN: 0585207089
Title: Literature circles
Author(s): Harste, Jerome Charles and Jurewicz, Edward J.
Publication: Portsmouth, NH: Heinemann Educational Books,
Year: 1990
Note: 1 videocassette (30 min.)
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
