2009 ALISE Conference

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The Role of Literature Circles in Teaching Children's Literature in Face-to-Face and On-line Environments: A Comparison and Evaluation

Dr. Carol A. Doll
Library and Information Science Program
Educational Curriculum and Instruction
Darden College of Education
Old Dominion University

cdoll@odu.edu

The Role of Literature Circles in Teaching Children's Literature in Face-to-Face and On-line Environments:  A Comparison and Evaluation

In instructional design, one current trend is move from a teacher-centered to a student-centered approach.  One technique that can be used to promote active learning is literature circles, where small groups of students participate in focused discussion about books they have read.     Literature circles stimulate critical thinking, and collaboration and social interactions.   And, “Literature circles are a strong classroom strategy because of the way they couple collaborative learning with student-centered inquiry.”

Children's literature courses are included in many library and information science curriculums, and literature circles have two possible functions in these classes.  First, they provide an opportunity for students to spend time together examining and responding to one specific book, giving students an opportunity to build community, which has positive benefits.  Rovai’s work shows that online students who participate in discussion groups and chat groups have more sense of community and are more satisfied with their online experience.

Second, students’ direct experience with literature circles can make them more comfortable using this technique with K-12 students.  This student discussion technique is becoming increasingly common in elementary and secondary schools, and school library media specialists are working with teachers to use this technique with the students.

For this study, students in two sections of a children's literature class (one face-to-face section and one on-line section) participated in four literature circles.  Students read four required books and wrote questions to guide their discussions.  Each student was assigned a role for each of the discussion, such as leader, recorder, facilitator, or devil's advocate.  Students in the traditional class were given class time for the discussions; online students used the Blackboard chat capabilities.

Data were gathered using questionnaires, student assignments, and observation.  Initial analysis  shows that all students knew what a literature circle is, but only fourteen percent had participated in one, and only fourteen percent had used them in a classroom.  Observation showed students were prepared for the discussions.  Group discussions dealt with group logistics, community building and book evaluation.  Most students (93%) were pleased with the experience .  One student said, “Yes, it was my favorite part and if I was not able to discuss great books like Homeless Bird I would not have a sense of closure about the reading.”

The majority of students (93%) indicated they will use literature circles in the future, often remarking that it increases social interaction in the classroom.  “I would use literature circles with students in grades PreK-8 because it gives students the opportunity to immerse themselves in meaningful conversations.”

In a children’s literature classes, literature circles promote critical thinking about the books discussed, and foster social interaction, both in face-to-face and online courses.  More research is needed to determine the most effective way to use literature circles in both traditional and digital environments.

College of Education.  (2007)  Overview of Literature Circles.  Seattle, WA:  Seattle University.
Fink, Lisa Storm.  (nd)  Literature Circles:  Getting Started.    http://www.readwritethink.org/lessons/lesson_view.asp?id=19  Accessed August 31, 2007.
Rovai, Alfred. “Building a Sense of Community at a Distance.  International Review of Research in Open and Distance Learning.  3, no. 1 (2002) 1-16.
Satterthwaite, Amy.  “Ever-Widening Circles Begin with Literature.”  Knowledge Quest 35, no. 2 (November/December 2006):  53.  Carpinelli, Tish.  “Literature Circles:  A Collaborative Success Story!”  Library Media Connection 25, no. 3 (November/December 2006):  32 – 3.