Critical Book Clubs: Reimagining Literature Reading and Response

Autor/inn/en	Jocius, Robin; Shealy, Samantha
Titel	Critical Book Clubs: Reimagining Literature Reading and Response
Quelle	In: Reading Teacher, 71 (2018) 6, S.691-702 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1655
Schlagwörter	Clubs; Communities of Practice; Books; Reading Skills; Writing Skills; Longitudinal Studies; Grade 3; Elementary School Students; Social Change; Consciousness Raising; Advocacy; Teaching Methods + Suchen Sie Ihr Suchwort? Club; Klub; Community; Book; Buch; Monographie; Monografie; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; Sozialer Wandel; Bewusstseinsbildung; Sozialanwaltschaft; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Literature circles, or book clubs, are a long-standing pedagogical tradition designed to support students' reading and response to literature. However, critics of these student-led literature discussions have argued that this format can limit opportunities for students to engage meaningfully with political, social, and cultural issues. The purpose of this article is to provide readers with a framework for designing critical book clubs that support students' development as empowered readers and writers who critique the world around them and advocate for social change. Drawing on findings from a yearlong study in which third-grade students interrogated representations of disability, difference, and stereotypes, the authors describe a four-phase model for scaffolding critical book clubs, as well as instructional strategies for supporting students' navigation of new forms of critical interactions with texts and their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01