Reading Circles: A Constructivist Approach to Group Learning
Abstract
The authors implemented reading circles in a capstone course for retail merchandising majors. Nine groups were formed to carry out student-led discussions of readings that built on students' prior knowledge and experiences. Assessment regarding the effectiveness of reading circles on student learning was generated through pre- and post-course surveys and researcher observations. Student reactions to reading circles as a learning method were overwhelmingly positive. Quantitative data indicated that students reported significant increases in their enjoyment of discussing readings, their affinity for questioning what they read, their comfort levels when leading groups, and their belief that group projects would enhance their course grades as a result of participating in reading circles. Qualitative data identified positive aspects of reading circles, such as learning from others, discovering analytical and reflective reading skills, and learning content from the books they read.
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