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Literature circle
A literature circle is a students' equivalent of an adult book club, but with greater structure, expectation and rigor. The aim is to encourage thoughtful discussion and a love of reading in young people. The true intent of literature circles is "to allow students to practice and develop the skills and strategies of good readers" (DaLie, 2001).
==Background of literature circles==
Literature circles were first implemented in 1982 by Karen Smith, an elementary school teacher in Phoenix, Arizona. Handed a box of odd-and-end novels by a fellow teacher, Karen took them and promptly forgot about them. Later that year, some of her fifth grade students expressed an interest in reading them, organized themselves loosely into groups, and started to discuss the novels. Smith was surprised at the degree of their engagement with the books and the complexity of their discussions, they had no outside help or instruction from their teacher (Daniels, 1994). From here literature circles evolved into reading, study and discussion groups based around different groupings of students reading a variety of different novels. They differ from traditional English instruction where students in classroom all read one “core” novel, often looking to the teacher for the answers and the meaning and literary analysis of the text. They highlight discussion, student response, free choice, and collaboration, "providing a way for students to engage in critical thinking and reflection" ((Literature Circles Resource Center ) Schlick Noe, 2004). Well-run literature circles highlight student choice; occur over an extended period of time as part of a Balanced Literacy program; involve numerous structured and unstructured opportunities for student response and interpretation; and incorporate assessment and evaluation that includes self-assessment and numerous extension projects. Research on literature circles is conducted primarily by Harvey Daniels (1994, 2002, 2004), Katherine L. Schlick Noe (1995, 1999, 2001, 2003), Bonnie Campbell Hill (1995, 2001, 2003), and Nancy J. Johnson (1995, 1999, 2001); they are credited with most of the research and teacher resources around this approach to student choice and reading; however, numerous other researchers, including Kathy Short and Kathryn Mitchell Pierce (1990), Jerome Harste, Kathy Short and Carolyn Burke (1988), Katherine Samway (1991), Suzi Keegan and Karen Shrake (1991) have conducted research and classroom-based studies. This approach to reading and learning looks to some of the best practices and theory from collaborative learning and scaffolding theory. Reader-response criticism, independent reading, and student-centered learning comprise most of the theoretical underpinning of literature circles.
Literature circles combine the best practices of collaborative learning and student-directed learning. They are not to be confused with book discussion clubs, currently popular in some circles. While both book clubs and literature circles focus on discussion of books in small group settings, book clubs have a more loosely structured agenda for discussions and are not usually tied into literary analysis such as thematic or symbolic analysis. Furthermore, literature circles are the domain of the classroom, both at the elementary and secondary level, and involve various types of assessment (including self-assessment, observations and conferences) and evaluation (portfolios, projects and student artifacts) by both the teacher and the student. Literature circles are a pedagogically sound alternative to teacher-centered discourse. They can be used at all grade and ability levels, and are often credited with instilling a love of reading and discussion in students. Furthermore, current research indicates that peer collaboration has a positive effect on student learning and performance in Language Arts (Fall ''et al''., 2000), increases student learning, and also improves reading comprehension and content-knowledge (Klinger, Vaugn and Schumm, 1998, cited in Daniels, 2002).
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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