Literacy Circles
What are Literacy Circles?
Literacy Circles are student-led book groups or clubs. They differ from a teacher-directed book group or novel study in that the students take responsibility for their own learning (Cameron et al 2012). The literature circle model is structured to support students by assigning each student a role.
What you can expect from Literacy Circles
What the Research Says About Literacy Circles
How to Conduct Literacy Circles?
How to Avoid Common Pitfalls
There are three potential problems you should be mindful of when using Literacy Circles as part of your curriculum.
10 Books We Recommend for Literacy Circles Middle/Upper Primary
Resources and Links
Literature Circles
Literature Circles Resource Center
Literature Circle roles
Elements of a good discussion
Literacy Circles are student-led book groups or clubs. They differ from a teacher-directed book group or novel study in that the students take responsibility for their own learning (Cameron et al 2012). The literature circle model is structured to support students by assigning each student a role.
What you can expect from Literacy Circles
- Students choose their own reading materials
- Small temporary groups are formed, based upon book choice
- Different groups read different books
- Groups meet on a regular, predictable schedule to discuss their reading
- Kids use written or drawn notes to guide both their reading and discussion
- Discussion topics come from the students
- Group meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are welcome
- In newly-forming groups, students may play a rotating assortment of task roles
- The teacher serves as a facilitator, not a group member or instructor
- Evaluation is by teacher observation and student self-evaluation.
- A spirit of playfulness and fun pervades the room.
- When books are finished, readers share with their classmates, and then new groups form around new reading choices.
What the Research Says About Literacy Circles
- The empirical research on Literacy Circles is overwhelmingly positive. Certo et al (2001) found that through peer-led book discussion groups like Literacy Circles, children became adept at monitoring their own comprehension and learned how to ask questions from each other about text when they arrive at group meeting, when teachers limit their own talk and questions. Support for this type of learning is upheld by Clarke (2013) who asserts that peer learning was particularly important for those activities in which multiple perspectives were needed to develop rich representations of language and text, for example multiple context vocabulary learning and reciprocal teaching.
- According to Certo et al (2010) good comprehenders tend to construct mental images representing ideas conveyed in the text (Certo et al 2010). Duke and Pearson (2002) refer to visual representations of text as an effective strategy for developing comprehension. An example of using visual representations technique is applied in Literature Circles, when taking on the role of “Illustrator” drawing the main character or characters of a selected novel.
- However, Literacy Circles is not without its critics. Thein et al (2011), point to several studies, which criticise Literacy Circles as being intensely power-laden spaces in which students position one another socially in terms of ability level. However, in their study Thein et al (2011) also acknowledge the importance of choosing the right book to work from for example, one that students are engaged in. A solution to this problem might be providing students with some choice on their chosen novels.
How to Conduct Literacy Circles?
- Have a list of age and ability appropriate books ready (we have listed some for recommended books for you below) and have students select their preferred book they wish to focus on for Literature Circles. Literacy Circles should run for one or two sessions per week for a whole term.
- Teacher to make final choice of book for each student based on group cohesion, reading ability, interest area and group size.
- Try and have parent helpers involved. Gather interest and prepare a roster.
- The first session should be about breaking children up into their groups, establishing group norms and rules as well as group reading of the selected book. Ensure the parent helpers are also briefed before each Literacy Circles session.
- Using the Resources Section below as your guide, prepare a Literature Circle Schedule, A Question Guide for parent leaders to ask, Some Guided Questions, and Role Descriptions.
- Each week the group will rotate its role e.g. Discussion director, Illustrator etc and for the chosen chapters/ sections of the book to focus on.
- Last but not least, good luck and enjoy! You should find that if you facilitate this in the right way and you choose the right books for the right students, your class will be really engaged in their chosen book.
How to Avoid Common Pitfalls
There are three potential problems you should be mindful of when using Literacy Circles as part of your curriculum.
- A lack of dialogue as a result of shyness or students not doing the reading.
- Passive learning may occur as students just read the text quickly and robotically replay what they've just heard.
- The monopolisation of conversation.
10 Books We Recommend for Literacy Circles Middle/Upper Primary
- All About Anna - Libby Hathorn
- The Judas Donkey - Erol Broome
- The Haunted Piccolo - Gene Kemp
- Staying Alive in Year 5 - Johh Marsden
- The Wizards Apprentice - Debra Doyle
- Camel Rider - Pru Mason
- Graffiti on the Fence - Elaine Forrestal
- Hating Alison Ashley - Robin Klein
- Journey to Eureka - Kerry Greenwood
- The Jade Dragon - Carolyn Marsden & Virginia Shin-Mui Loh
Resources and Links
- Cameron, J., Cameron, S., Hull, K., Murray, M (2012). "Engaging Fluent Readers Using Literature Circles", Literacy Learning: The Middle Years, Australian Literacy Educators Associating.
- Duke N., & Pearson D., (2010), ‘Effective Practices for Developing Reading Comprehension’. In Farstrup, A. and Samuels, S., What Research Has to Say About Reading Instruction 3rd Edn, (pp. 205-242), Delaware, USA: International Reading Association.
- Janine Certo , Kathleen Moxley , Kelly Reffitt & Jeffrey A. Miller (2010) ‘I Learned How to Talk About a Book: Children's Perceptions of Literature Circles Across Grade and Ability Levels’, Literacy Research and Instruction, (pp. 243-263).
- Thein, A. H., Guise, M. and Sloan, D. L. (2011), ‘Problematizing Literature Circles as Forums for Discussion of Multicultural and Political Texts’. Journal of Adolescent & Adult Literacy, (pp.15-24).
Literature Circles
Literature Circles Resource Center
Literature Circle roles
Elements of a good discussion