Revisiting literature circles as open spaces for critical discussions
Abstract
This research describes a semester-long critical literature unit taught as a means to engage rural pre-service teachers (n=24) in discussions of those unlike themselves and to support understandings of how to conduct effective literacy instruction through the use of literature circles. Findings highlight the ways in which pre-service teachers discussed and negotiated understandings of critical issues of gender, race, culture, and social class during discussions. Implications for practice and teacher preparation are discussed.
Reference
Vaughn, M., Allen, S., Kologi, S., & McGowan, S. (2015). Revisiting Literature Circles as Open Spaces for Critical Discussions. Journal Of Reading Education, 40(2), 27-32.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Rosenblatt’s (1978) transactional theory
- Sociocultural view of learning (Vygotsky, 1962)
Geographic Setting
- Pacific Northwest region of the United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Children's Literacy Methods Course
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
24
Duration of Data Collection
Data Sources
- Audio recordings
- Transcriptions
Data Analysis Tools
- Identify important themes and critical issues (Creswell, 2003)
- Interpretive Process
Researcher Positionality
- inside (staying their own students)
Research Questions
"(1)How do these rural pre-service teachers approach a
multicultural text?" p. 27
Is this research question explicit from the manuscript? Yes
"(2) What are the critical topics
discussed during literature circle discussions?" p. 27
Is this research question explicit from the manuscript? Yes