Literature Circles
Literature circles can be a useful method for homeschoolers to
organize literature discussion groups.
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Literature circles are a topic of interest to various literacy
educators, and their use has been discussed in a variety of academic
journals, conference papers, and workshops. Teachers at all grade levels
utilize literature circles as a vehicle through which students learn to:
think critically about literature, express their ideas in oral and written
forms, and better enjoy their literacy experiences. The purpose of this
Digest is to introduce some procedures for implementing literature circles
and to review some recent findings regarding the benefits of literature
circles on students' learning.
The form taken by literature circles varies according to the students'
needs, their abilities, and the characteristics of individual classrooms.
However, all literature circles share the following three basic elements:
diversity, self-choice, and student initiative (Daniels, 2002). Based upon
curriculum goals or particular themes students are studying, the teacher
selects a set of texts which are either thematically related books of
various genres or a body of work by a single author (Brabham & Villaume,
2000; Gilbert, 2000). Learners then are either assigned to a "circle" by
their teacher or they may form their own groups, based on students'
reading interests or book titles they have selected (Burns, 1998). Within
each circle, students are in charge of their own learning and have
responsibilities, such as leading discussions and deciding the volume of
material to be read for each meeting (Farinacci, 1998; Peralta-Nash &
Dutch, 2000).
This section will discuss a procedure for implementing literature
circles, which includes: reading material selection, community building,
number of students in each circle, preparation for discussion, and sharing
and discussion.
Reading Material Selection
The reading materials used in literature circles are important to
lively and meaningful discussions (Farinacci, 1998). According to Brabham
and Villaume (2000), fiction is the most commonly used reading material in
literature circles, although other types of texts, such as nonfiction,
picture books, and newspaper articles can also be used with great success.
Some authors, including Farinacci (1998) and Peralta-Nash and Dutch (2000)
have suggested the following criteria for selecting texts to use in
literature circles:
* Comprehensible to students of different abilities and interests
* Reflect students' language needs and skills
* Address issues/topics relevant to students' lives
* Provoke students' thinking and discussion
After students have selected the reading materials they wish to read,
the literature circles are formed in accordance with their reading
interests or book titles they choose.
Community Building
One belief is that a primary function of literature circles is to
create a classroom community in which students and teachers can learn from
and with each other (King, 2001). For learners with limited literature
circle experience, the teacher may wish to design guidelines that will
facilitate activities in the circles, thereby helping the students
understand the meaning and importance of the learning communities
(Gilbert, 2000). Farinacci (1998) recommends that the teacher discuss the
following topics with students: (1) how to handle unknown words, (2) how
to respond and provide feedback to circle participants, (3) how to select
topics for discussion, and (4) how to get along as a group. Once students
are familiar with the process by which literature circles operate, the
teacher can then provide a brief book talk to introduce the characters,
plots, length, and complexity of each title in the set of texts chosen for
students (Farinacci, 1998; Peralta-Nash & Dutch, 2000; Burns, 1998).
Number of Participants in Each Circle
In each literature circle, learners need time and opportunities to
express their ideas and respond to other members in thoughtful and probing
ways (Brabham & Villaume, 2000; Burns, 1998). Brabham & Villaume (2000),
as well as Farinacci (1998) and Burns (1998) suggest that four to eight
participants are the ideal number for a literature circle, although
effective discussion may also occur between as few as two learners or as
many as an entire class. Because each circle is formed according to
students' reading interests or book titles they selected, each group will
contain learners of varying reading abilities and levels, a situation
which some authors have found to be beneficial to students' learning (Brabham
& Villaume, 2000; Burns, 1998). When circles are formed, students will
begin to read the materials they have selected and to prepare for the
discussion to follow (Peralta-Nash & Dutch, 2000).
Preparation for Discussion
Preparation for discussion involves the students not only becoming
familiar with the text being read but also prepared to fulfill roles in
the discussion. These roles may either be assigned by the teacher or
selected by the students, themselves. Among the roles commonly assigned
are: questioner (developing questions to discuss), illustrators (drawing
and/or sharing interesting sections of the text), literary
luminary/passage master (identifying interesting sections of the text for
reading aloud), and connectors (making text-to-text and text-to-life
connections) (Daniels, 2002). Each student is given an assignment sheet
based on his or her role. Students complete their own assignment sheet
before sharing their ideas with other members during their literature
circle discussion and sharing. Alternatively, students may simply write
down their reactions, reflections, questions, or parts that either
fascinated or were unclear to them (Brabham & Villaume, 2000; Farinacci,
1998; Peralta-Nash & Dutch, 2000; Burns, 1998). In addition, circle
participants can prepare for discussion by creating character webs, using
drawing to respond to the text, and locating different literary devices
employed by the authors (Brabham & Villaume, 2000; Peralta-Nash & Dutch,
2000; Whitin, 2002).
Sharing and Discussion
After all members in a circle have finished their reading and role
preparations, they should assemble and begin their discussion. Students
should bring their written responses or assignment sheets and use these as
guides for discussion, but some believe the discussion topics should not
be limited by these (Gilbert, 2000; Peralta-Nash & Dutch, 2000; Burns,
1998). When working with students having little experience in literature
circles, teachers may need to model appropriate discussion behaviors,
including thoughtful responses regarding the readings, respectful feedback
to the interpretations of others, and good listening and questioning
skills. When students have come to understand the routines and skills of
discussion, the teacher can step back and become a facilitator while
students take the primary responsibility for the discussion (Farinacci,
1998). In addition to discussing and sharing among the members in the same
circle, each group can present their books to the members of other groups
as a final project. Students will thereby have opportunities to learn
about other books of possible interest for reading in future circles
(Peralta-Nash & Dutch, 2000).
Benefits of Literature Circles on Student's Learning
This Digest will focus on benefits of literature circles which some
studies have identified. These include: (1) stronger reader-text
relationships, (2) improved classroom climates, (3) enhanced degrees of
gender equity and understanding, and (4) a learning environment more
conducive to the needs and abilities of English language learners.
Reader and Text Relationship
Some studies identified skillful readers as those who not only
recognize words while reading, but for whom the text resonates through
association with related life experiences or literary experiences which
are familiar to other members of the same learning community (Brabham &
Villaume, 2000; Peralta-Nash & Dutch, 2000). Vygotsky (1978) theorized
that effective learning takes place when learners recognize their own
needs and are in charge of their own learning through collaboration with
more competent peers and adults. According to these studies and theory, in
literature circles students have opportunities to create connections
between texts and personal experiences, to listen to various
interpretations presented by others, as well as to monitor and take
ownership of their own learning through discussion and sharing with each
other, thereby deepening their understanding and heightening their
enjoyment of the texts.
Classroom Climates
Literature circles promote classroom climates which are cooperative,
responsible, and enjoyable because students are given the responsibility
for working with each other to make decisions in accordance with their
needs and interests (Burns, 1998). In addition, as students learn to work
cooperatively with each other, to be responsible for their own learning,
and to respect multiple perspectives on topics and issues, they also learn
to be better listeners and more honest with peers (Burns, 1998; Farinacci,
1998; King, 2001). According to these views, the classroom then becomes a
place that is conducive to democracy and diversity.
Gender Equity
Gendered issues, especially the "silenced" adolescent girls in language
arts classrooms, have been a concern among some literacy educators
(Benjamin & Irwin, 1998). Johnson (2000) studied the "girls only"
literature circles in the middle school level and found that adolescent
girls in such discussion groups are more likely to sustain their voices
and maintain their sense of self compared to traditional ones, in which
boys often dominate the discussion as well as draw more attention from the
teacher (Orenstein, 1994). Johnson's study also indicated that girls in
such literature circles are more likely to critically examine gender
issues and to question extant female stereotypes in the society (Johnson,
2000).
English Language Learners
According to Peralt-Nash & Dutch (2000), literature circles provide a
low-risk learning environment for children who are learning English as a
second language. When the teacher selects both English and non-English
texts to reflect the needs and abilities of the learners in the same
circle, students from both English speaking and linguistic minority
background benefit. Some authors believe that these students are able to
make use of the linguistic resources and knowledge they possess in order
to make sense of the text, to relate it to their life experience, and to
participate in the group discussion in meaningful and functional ways
(Peralta-Nash & Dutch, 2000).
Students' insights and reflections, rather than ready-to-use questions
from the teacher, drive the learning in literature circles. Students and
teacher work together to break away from the traditional literature
teaching methods. These learners also generate their own ideas and
contribute to thoughtful conversation about what they read. This kind of
practice helps to develop thoughtful, competent, and critical readers (Brabham
& Villaume, 2000).
Benjamin, B. & Irwin, D.L. (1998). Censoring Girls' Choices: Continued
Gender Bias in English Language Arts Classrooms. English Journal, 87 (2),
64-71. [EJ 562 364]
Brabham, E.G., & Villaume, S.K. (2000). Questions and answers:
Continuing conversations about literature circles. The Reading Teacher,
54(3), 278-280. [EJ 617 769]
Burns, B. (1998). Changing the classroom climate with literature
circles. Journal of Adolescent & Adult Literacy, 42(2), 124-129. [EJ 573
341]
Daniels, H. (2002). Literature circles: Voice and choice in book clubs
and reading groups. (2nd ed.). Portland, ME: Stenhouse.
Farinacci, M. (1998). "We have so much to talk about": Implementing
literature circles as an action-research project. The Ohio Reading
Teacher, 32(2), 4-11. [EJ 600 987]
Gilbert, L. (2000). Getting started: Using literature circles in the
classroom. Primary Voices K-6, 9(1), 9-16. [EJ 617 693]
Johnson, H. (2000). "To stand up and say something": 'Girls only'
literature circles at the middle level". The New Advocate, 13(4), 375-389.
King, C. (2001). "I like group reading because we can share ideas: The
role of talk within the literature circle". Reading, 35(1), 32-36. [EJ 634
509]
Orenstein, P. (1994). Schoolgirls: Young women, self-esteem, and the
confidence gap. New York: Doubleday.
Peralta-Nash, C., & Dutch, J.A. (2000). Literature circles: Creating an
environment for choice. Primary Voices K-6, 8(4), 29-37. [EJ 604 621]
Whitin, P. (2002). Leading into literature circles through the
sketch-to-stretch strategy. The Reading Teacher, 55(5), 444-50. [EJ 640
663]
Vygotsky, L.S. (1978). Mind in Society: The development of higher
psychological process. Cambridge, MA: Harvard University Press.
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Digest #173 is EDO-CS-02-04, published October 2002 by the ERIC
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Title: Literature Circles. ERIC Digest.
Note: Digest number 173.
Document Type: Information Analyses---ERIC Information Analysis
Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in
Full Text (073);
Available From: ERIC Clearinghouse on Reading, English, and
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Descriptors: Classroom Techniques, Critical Reading, Educational
Environment, Elementary Secondary Education, Instructional Effectiveness,
Learning Activities, Reader Response, Reader Text Relationship, Reading
Material Selection, Sex Fairness
Identifiers: ERIC Digests, Literature Circles
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