Analysis of Student Responses to Participation in Literature Circles in a University Classroom
Abstract
This combined quantitative and qualitative study examined the responses of students to participation in literature circles and the use of trade books in a university classroom. Students in an adolescence course participated in this strategy throughout the semester. The literature circles involved small groups of students who had chosen to read the same expository text related to the study of adolescence. Students selected books from a list of "trade books" (those targeted for the general population) to supplement their reading of the traditional course text. At the conclusion of the literature circles assignment, the researcher/instructor conducted focus groups to interview students on their responses to participation in the literature circles. Analysis of the data provided strong support for the value of literature circles as a means to promote students' active engagement in learning. Literature circles promoted transactional reading by helping students to build on their prior knowledge and experience. Their use also increased students' comprehension and conceptual understanding through collaboration with peers. Students greatly expanded their content knowledge of adolescent issues through the application of literature circles to the genre of adolescent trade books.
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