Literature circles
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Background/Philosophy
Literature circles are ‘small, temporary, discussion groups, usually made up of four or five students.' (Harvey Daniels, pioneer of Literature Circles, 1994). They promote a love for literature, develop positive attitudes toward reading and reflect a constructivist, child-centred model of literacy. The strategy is found to be successful because of four key factors; engagement, choice, responsibility and research (Daniels, H., 2006, pp. 11-12).
The format fosters natural discussions that lead to student inquiry and critical thinking to support diverse responses to texts from a variety of perspectives. Literature circles foster interaction and collaboration and they provide choice and encourage responsibility in text selection and the reading process. The ‘role’ format nurtures reflection and self-evaluation which brings about higher engagement with texts as students bring their ideas and understandings to the reading experience.
Literature circles provides a unique opportunity to reconfigure dialogic learning opportunities where student centred speaking and listening is a core part of the learning environment (Brabham & Villaume, 2000, p.279). Students work collaboratively to build conversational skills and make meaning to share their deeper understanding, engagement and responses to texts in ‘enlightening, personal and thoughtful ways’ (Brabham & Villaume, 2000, p.279).
Format/Organisation
Generally, all students within each group read the same text and students play a large part in selecting the text for study- this can often be from a shortlist compiled by the teacher. All literature circle groups may read the same novel or each group may read a different novel. A lot of the reading is done independently and the student and teachers set goals and progress markers for reading and response using the roles (see below). The collaborative time is spent on the sharing, feedback and reflection of the students work through these roles in response to the text. Depending on the level and grade of the students, the reading format is flexible and the teacher may still read with the group as a support and monitoring mechanism and then regroup to share and reflect through the roles. Each student within the group has a particular role that they perform. The teacher may assign roles or allow students to choose a role that interests them. It is recommended that students rotate roles. In the beginning, it is effective to model each of the roles and have all students in the group complete each role simultaneously to ensure clarity and understanding before rotating or enabling student choice of roles.
The roles listed are only a guide or starting point and once students are familiar with the strategies inherent in the roles it is generally recommended that they are removed and students respond to the book using a fluid and dynamic interaction of their developed strategies. Some effective roles to start with include: Discussion Director, Word Wizard, Summariser, Passage Picker, Artful Artist, Connector.
Literature circles are ‘small, temporary, discussion groups, usually made up of four or five students.' (Harvey Daniels, pioneer of Literature Circles, 1994). They promote a love for literature, develop positive attitudes toward reading and reflect a constructivist, child-centred model of literacy. The strategy is found to be successful because of four key factors; engagement, choice, responsibility and research (Daniels, H., 2006, pp. 11-12).
The format fosters natural discussions that lead to student inquiry and critical thinking to support diverse responses to texts from a variety of perspectives. Literature circles foster interaction and collaboration and they provide choice and encourage responsibility in text selection and the reading process. The ‘role’ format nurtures reflection and self-evaluation which brings about higher engagement with texts as students bring their ideas and understandings to the reading experience.
Literature circles provides a unique opportunity to reconfigure dialogic learning opportunities where student centred speaking and listening is a core part of the learning environment (Brabham & Villaume, 2000, p.279). Students work collaboratively to build conversational skills and make meaning to share their deeper understanding, engagement and responses to texts in ‘enlightening, personal and thoughtful ways’ (Brabham & Villaume, 2000, p.279).
Format/Organisation
Generally, all students within each group read the same text and students play a large part in selecting the text for study- this can often be from a shortlist compiled by the teacher. All literature circle groups may read the same novel or each group may read a different novel. A lot of the reading is done independently and the student and teachers set goals and progress markers for reading and response using the roles (see below). The collaborative time is spent on the sharing, feedback and reflection of the students work through these roles in response to the text. Depending on the level and grade of the students, the reading format is flexible and the teacher may still read with the group as a support and monitoring mechanism and then regroup to share and reflect through the roles. Each student within the group has a particular role that they perform. The teacher may assign roles or allow students to choose a role that interests them. It is recommended that students rotate roles. In the beginning, it is effective to model each of the roles and have all students in the group complete each role simultaneously to ensure clarity and understanding before rotating or enabling student choice of roles.
The roles listed are only a guide or starting point and once students are familiar with the strategies inherent in the roles it is generally recommended that they are removed and students respond to the book using a fluid and dynamic interaction of their developed strategies. Some effective roles to start with include: Discussion Director, Word Wizard, Summariser, Passage Picker, Artful Artist, Connector.