Benefits of Using Literature Discussion Groups in Teacher Education Courses (1997)

People who like to read like to talk about books (Saal, 1995). Adult book clubs and reading groups have been popular for many years. Now, reading groups, i.e., literature circles, literature discussion groups, are becoming common place in K-12 classrooms (Daniels, 1994). Literature circles are usually small groups of 3 to 5 students who gather together to discuss a book they are reading or have just finished reading (Moen, 1994, p. 28). Discussions may be guided by teacher-made questions which generate a variety of responses (Rothlein and Meinbach, 1996, p. 278-291), student reactions recorded in literature logs (Samway et al, 1991), student responses to assigned structured roles (Daniels, 1994), or discussion topics generated by the literature group (Cullinan, 1993). Cullinan writes that it is impossible to describe one right way to organize discussion groups (1993, p. 68). Literature groups have also been used successfully at the college/university level (Daniels, 1994; Andrews, 1992). This article will describe how two models of literature discussion groups were implemented in undergraduate and graduate reading methods and children's literature classes in order to immerse students in quality literature and provide opportunities for in-depth discussion and reactions. Through an informal questionnaire about personal reading habits and attitudes given to students during the first session of reading methods and children's literature courses, the authors discovered that some college students do not like to read, feel they do not have time to read for leisure, and do not discuss books with family or friends. The authors hoped that by having students read and talk about quality literature, these preservice teachers would realize the cognitive and affective benefits and leave in be more likely to provide their students with similar experiences. For the first model, students read quality children's literature. In the second model, students discussed an adult book which modeled exemplary teaching. Students' reflections will be shared to gain a better understanding of how literature discussion groups can be used to benefit prospective teachers. Description of Models The first model was employed in a graduate reading methods class and an undergraduate children's literature course. The instructor wanted students to enjoy discussing quality children's literature and to have an opportunity to select and read a variety of picture books and novels. She also wanted to expose students to several literature group practices, such a students assuming literature discussion roles. During the first few weeks of class, the instructor gave brief book talks describing 10-15 picture books and students selected four picture books to discuss in two literature groups sessions. Students were required to attain these books from libraries or other resources. The instructor randomly placed students in four to five groups to discuss picture books. While literary elements, criteria, and responses to literature were discussed in class, each group was responsible for determining its own focus for each session. At the end of the first picture book discussion, the group decided what the focus for the next group meeting would be and submitted it in writing to the instructor. Examples of topics included discussion of literary elements (plot, characters, setting, resolution), criteria for selection, authors and illustrators, how to use the picture books in a school setting, and personal reactions to the books. After each small group discussion, groups shared picture book authors, illustrators, literary elements, and theft personal reactions with the class. After the picture book discussion, students selected one novel to discuss for two sessions. The instructor also gave brief book talks introducing five to six novels representing genres of fantasy, historic fiction, and realistic fiction. Students selected a particular novel and those reading the same book formed groups. …