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?

Does this study draw on a large, preexisting data set?

Research Approach

Rosenblatt’s (1978) transactional theory
Sociocultural view of learning (Vygotsky, 1962)

Geographic Setting

Pacific Northwest region of the United States

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Literacy Education

Research Location Context

Children's Literacy Methods Course

Preservice Participants

undergraduates in a Reading Methods course

Preservice Sample Size

Duration of Data Collection

Academic Semester

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