Transcript Literature Circles as a Teaching Methodology in University Health Education Lynn Hunt Long, Ed.D.

Literature Circles as a
Teaching Methodology in
University Health
Education
Lynn Hunt Long, Ed.D.
Literature Circles/
Book Clubs
* Instructional strategy based on the principles
of cooperative learning, independent reading,
and group discussion (Chase and Pheifer).
* Small, temporary discussion groups who have
chosen to read the same text, with each
preparing to take specific responsibilities in an
upcoming discussion (Daniels).
Goals Of This Project
* For students to learn about a variety of health
issues through young adult (YA) novels,
supplemented with additional research
* To introduce pre-service teachers to the
advantages of incorporating book clubs or
literature circles across the curriculum, in all
content areas, even health education class
Advantages to
Literature Circles
* Are social as are adolescents
* Train students in collaborative work and listening
and speaking skills
* Promote leadership skills by being student-led; the
teacher serves only as a facilitator and observer, not
a leader or club member
* Members provide support and motivation for each
other leading students to read more complex text;
group discussions lead to deeper understanding
Advantages to
Literature Circles, cont’d
* Differentiation - the teacher can offer books at
various reading and interest levels so that students
can choose books that they can read and
comprehend and on topics in which they are
interested
* Multiple genres can be read, such as fiction,
nonfiction, graphic novels, verse novels, or multiple
topics/titles within a genre
Within health education, traditional illnesses
such as cancer and diabetes, and behaviorrelated issues such as substance abuse, eating
disorders, sexually transmitted infections,
depression, and gun-related violence have
become interrelated through the multitude of
physical, social, and emotional changes
adolescents are experiencing (Bowman).
Current Health Issues Class
* 29 students
* No experience with literature circles at the
university level; two students reported experience
in a high school literature class
* Novels and memoirs were pre-selected; instructor
book-talked the choices
* Students read the back cover synopses and a few
passages to note writing style
* Students recorded their top three preferences
* Groups were formed based on preferences and
intent of creating heterogeneous groups
Book Choices
Anderson, L.H. (2009). Wintergirls. [body image;
eating disorder]
Anonymous. (2005). Go ask Alice. [drug addiction]
Deuker, C. (2007). Gym candy. [male teen steroid
use]
Efaw, A. (2009). After. [teen pregnancy]
Friend, N. (2004). Perfect: A novel. [body image;
eating disorder]
Gottlieb, L. (2001). Stick figure: A diary of my former
self. [body image; eating disorder]
Korman , G. (2009). Pop. [sports concussion]
Book Choices, cont’d
Mackel, K. (2008 ). Boost. [female teen steroid use]
Sonnenblick, J. (2006 ). Drums, Girls, and Dangerous
Pie. [family illness]
Sparks, B., ed. (1998). Annie’s Baby: The Diary of
Anonymous, a Pregnant Teenager.[teen pregnancy]
Trueman, T. (2000). Stuck in Neutral. [developmental
disabilities]
Trueman, T. (2005). Cruise Control. [developmental
disabilities]
Wheatley, S. (2006). ‘Til the Fat Girl Sings: From an
Overweight Nobody to a Broadway Somebody – A
Memoir. [body image]
Meetings
First meeting:
*Introductions
*Mapping of their reading schedule for the next
three weeks
*Distribution of journaling pages
*Instructions for completing the response journals
Book club members met once a week for
approximately 30 minutes over 3-4 weeks to discuss
the chapters that were read during the previous
weeks.
Response Journals
Page 1 - KWL chart:
*What I know…
*What I want/need to know…
*What I have learned…
Page 2 – Double-entry or dialectical journal:
*Column 1 – What happened in the book…
The Main Character’s Traits (physical/
personality)
Problems/Issues Characters Face
Causes of the Problems
Ways the Characters Deal with the Problems
*Column 2 – What am I thinking about that…
Response Journals
Journals were to be completed as students read
their novels, allowing them to:
*Record textual evidence
*Record their responses to and reflections on
text, plot, setting, and characterizations
demonstrating to the other book club members
and the instructor what the student thought was
important
*Provide discussion points to share with the
group
Research
Following the readings, groups were required to
research the health issue that was addressed in
their literature circle –
*Definition/description
*Symptoms and effects
*Recommendations for prevention and/or
treatment
*Current research being conducted on the issue
*Current statistics
*Considerations for teachers of students
experiencing this issue
Research
Writing and Presentation
*Develop an annotated bibliography of references
including: one book, three journal articles, two
websites
*Read and complete written reflection upon a
selected publication from a peer-reviewed journal
*Present health issue research and adolescent
literature summary to class – documentary or
mocumentary, info-commercial, posters, talk show,
skit, combination of methods
Outcomes
Students reported the reading, journaling, and
authentic discussions:
* Encouraged them to critically consider and
research health issues
* Provided a better understanding of the issue
* Provided an insight as to the subject matter
appropriate for adolescent learning
* Provided the perspective of how a young adult may
view/deal with an issue as opposed to an adult, the
perspective presented in many texts and articles
* Broke the norm of solely conducting research and
provided a fresh take on investigating an issue
Outcomes, Cont’d
Students reported the reading, journaling, and
authentic discussions:
* Brought greater realism to the issue, a personal
perspective and story over research on facts/data/
statistics
* Increased empathy
* Opened the opportunity to share and discuss personal
interpretations and experiences, gaining difference
points of view which reportedly improved
comprehension and learning
* Promoted collaboration, teamwork, and
communication skills
Outcomes, Cont’d
Students reported the response journals helped them to:
* Record key concepts, organize personal thoughts, give
a better understanding of the issue and experience,
and increase accountability to the group
* Keep the discussions on track and enhanced the
discussions
Students’ responses to the methodology
were positive, reporting this was a
dynamic approach to the study of health
education issues.
Engaging in accountable talk, group discussion,
paraphrasing, and summarizing help students
develop their critical thinking skills. These
discussions help students reframe their thinking
and increase their understanding through
constructive exchanges as a single group. This
interaction can also further students’
understanding of subject matter through
facilitated discussion which increases their
potential for improved written and artistic
responses (Nigro, 2011).
Through participation, majors involved in this
project learned:
* The advantages of implementing literature
circles in the classroom, i.e., student engagement
and motivation, collaboration, peer support, and
development of social skills
* To utilize Young Adult literature to study and
add personal dimension to issues and to
supplement the textbook, provide differentiation
of reading levels, and raise interest and awareness
in health issues
Through participation, majors involved in this
project learned (cont’d):
* The possibility of increasing reading
comprehension through the use
of journaling and text reformulation (postreading class presentations) (Roessing, 2009)
* To teach students to conduct supplementary
research that is purposeful for an audience
Works Cited
Bowman, C.A. (2000). Using literature to help troubled
teenagers cope with health issues. Westport, Connecticut: Greenwood Press.
Chase, P., & Pheifer, D. (n.d.). Summary of literature circles
research. Retrieved June 28, 2011, from
http://kcguidedreading.pbworks.com/f/LitCrcResearch.pdf
Daniels, H. (1994). Literature circles: Voice and choice in the
student-centered classroom. York, ME: Stenhouse.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading
groups. Portland, ME: Stenhouse.
Nigro, N. (2011, January 20). Using literature circles to engage students.
United Federation of Teachers. Retrieved May 24, 2011, from http://www.uft.org
Roessing, L. (2012). No more “us” and “them”: Classroom lessons &
activities to promote peer respect. Lanham, MD: Rowman & Littlefield
Education.
Roessing, L. (2009). The write to read: Response journals that increase
comprehension. Thousand Oaks, CA: Corwin Press.
Contact Information
Lynn Hunt Long, Ed.D.
[email protected]