Online Literature Circles in Learning Hamlet among Pre-service Teachers

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

Online Literature Circles in Learning Hamlet among Pre-service Teachers

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training.

READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS

Maintaining students’ engagement with reading texts that reflect their background knowledge has positive effect on their comprehension. Culturally relevant materials provide more equitable opportunities to students, in the sense that more of them can reap the benefits of being able to connect to the text (Christ & Sharma, 2018). This article aims to identify the characteristics of texts, particularly those categorized as culturally relevant, which make them appropriate for a specific group of students. Three data gathering methods were used: ratings of texts, reflective journals, and discussion points during Literature Circles. Results indicate that the students participating in the study consider that similar experiences, relatability of the story in terms of feelings and motivation conveyed, actions of the characters, and possibility of experiencing the same event are the main factors that made reading texts culturally relevant to them. These text characteristics can guide classroom teachers, materials developers, and curriculum designers in choosing materials and preparing lessons for specific groups of students, as these underscore the importance of text relatability in building and keeping the students’ reading interest and motivation.

Literature Circles in a Synchronous Virtual Classroom: Educational Moos to Support Student Online Interaction

This paper explores the features of educational MOOs to create a stimulating, synchronous environment for upper primary (elementary) students working in the virtual world of Learning Communities MOO. It focuses on how the features of MOOs are used by students to support and enrich their literature circle discussions. The data presented indicates that these experiences encourage and support students' interests and understanding of text through social interaction and purposeful dialogue. The results of this research suggest that online literature circle discussions conducted in an Educational MOO can operate successfully and that the MOO environment supports student discussions.

The Power and the Passion: Igniting a Love of Reading through Literature Circles

This paper presents the simple but successful Literature Circles model at St Andrew's Cathedral School within the context of the importance of developing reading as a foundation for building knowledge. It covers crucial factors for success of the program, practicalities and procedures, the selection of books, and strategies for substantive discussion and a book list of the most successful titles.

Literature Circles Online: Practical Strategies for Creating a Reading Culture using Technology

Providing opportunities and learning environments on-line where students are actively engaged and feel in control of their own learning experiences, encourages lifelong learning skills development such as independence, problem-solving and higher order thinking. Discrete on-line environments can also use the functionality of the technology to facilitate different learning styles and provide a 'safe' environment where students can explore and experiment before presenting their ideas to a larger audience. This paper considers current research and the importance of the fiction collection in the development of literacy outcomes for all students. It also examines an interactive on-line module that: incorporates the concept of literature or reading circles to promote reading; the development of higher order literacy skills and encourages the development of a reading culture. The on-line module was developed using a model that utilizes an holistic approach to learning to create a seamless learning environment where students work within a structured framework that is designed to foster independent learning and teamwork.

Lighting the Fire

What aspects of reading engage boys? This paper looks at the importance of reading, some of the current thinking about boys and reading, and research carried out among students of St Andrew's Cathedral School, where a reading culture has developed. What implications do these findings have for our profession - for school libraries and teacher librarians? What other strategies can we employ to encourage our students to develop a lifelong love of reading? The strategies include the idea of a Literature Festival, other reading programs, ways of integrating technology into the reading experience and the Literature Circles model at St Andrew's.

"The Realities of their World": Engaging Pre-service School Librarians with International Literature

As the idea of global citizenship grows stronger in a world with blurring borders, issues of social justice and international human rights should be available in the school library collection and alive in the curriculum. This paper reports findings on a study exploring the perceptions of preservice educators in using international literature to teach youth about international human rights. The 2013 Batchelder Honor title Son of a Gun (de Graaf, 2012), translated from the Dutch into English, tells the story of a young brother and sister forced to become child soldiers during the Liberian civil war of the 1990s. Study participants enrolled in a masters level course in the United States read the title and the United Nations’ Declaration of the Rights of the Child (1959) and then participated in group literature circles to apply the DRC to Son of a Gun and discuss teaching international human rights to youth.