The population I hope to teach is 4th grade. The technology enhanced book club would be great for a class of mixed level readers (which is always the case). My experiences thus far in the classroom have shown that students generally enjoy and are motivated by working in groups, so the social factor would be a great motivator for those kids that are either struggling or simply uninterested readers. Additionally, incorporating technology roles increases interest for modern day students who seek out technology whenever possible. Linking together traditional literature with concepts like digital illustration, concept mapping, etc. could expand a student's motivation to read for pleasure (or academic necessity).
Another possibility for incorporating literature circles into adolescent education could also include building in an opportunity for greater parental engagement. Day and Lum (2011) conducted a year long study that engaged entire family units in a literature circle. Although families did report some struggles and stress with the project, overall analysis showed that families learned together, children were motivated and engaged with reading, and social/developmental/emotional issues were able to be discussed in a comfortable manner (Day and Lum, 2011). This idea is super intriguing to me because I have a particular interest in parental involvement strategies! I acknowledge that this type of literature circle may not be practical for many schools/settings; however, for some students and schools I think this would be an excellent challenge to embrace. Specifically, I think this would be a productive endeavor for students and families in the transitional years of 5th grade and middle school. With the correct choice of literature, many social, moral, and biological issues could be explored together.
References:
Day, D. and Lum, K. (2011). Lessons learned from family literature circles. Journal of School Connections, 3(1), 3-36.
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