Critical Book Clubbin

Raphael et al. (1992), “Literature instruction had focused on learning the “correct” interpretation, understanding how texts were structure and how they communicated their meaning.” (p. 54). This was something that I experienced during my time in school, where at times we were not looking for anything other than what the book was saying…and if we did not get that correct… we were incorrect. However, the issue with this notion and practice is that people interpret texts different as each of us have unique identities, experiences, etc. that ensures our interpretation of texts (or anything) is going to be, in some ways or another, unique. Thus, “More recently, reader response criticism has favored emphasizing the readers’ experiences as the source of meaning.” (p. 54) Raphael et al. (1992) introduces the ideas/concept of book clubs and explains that these focus on the individual perception/interpretation, sense making… and that “Reading has become more than a place to read silently, say all the words right, and correctly answer the questions.” (p. 60). It’s a forum, driven by students, that encourages and enables students to take ownership and learn how to think, rather than what to think. Raphael and McMahon (1994), “Reading and writing develop through interactions with both adults and peers; students should not sit in isolation, working on individual worksheets to practice skills outside the social and cultural contexts of normal use. Instead, students should interact using oral and written language to construct meaning about what they have read.” (p. 102).

At the end of the article, when talking about book clubs being introduced in a remedial high school classroom, the article mentions that “They seemed to believe that what they had to say was not significant.” (Raphael et al, 1992, p. 60). This was very impactful for me personally. I wasn’t in a remedial classroom, however, this feeling was one that I had throughout my high school (and middle school years). I felt that if I did not have the correct answer, then I was behind, I misread, or I was dumb… everybody else read the same thing...…. they got the correct answer, they said this but I always said that! This led to me never sharing, disengaging from lit class/discussions, absolutely dreading working with partners or in groups, avoiding eye-contact at all cost so I would NOT be called on, and when I was and I gave the incorrect response, although I had clearly read, the teachers assumed I hadn’t.... So, my confidence was completely shot... I always thought to myself… Why was my reading and interpretation almost always different than everybody else’s???????? 

• How do we ensure students are not falling into this cycle of thinking AND/OR How do we encourage students who do think like that to break free from this toxic thinking? 

“Mature readers draw connections to ideas within a single text but also make intertextual links across different texts they read.” (p. 108). This and so many other ideas are very convincing as I read these two articles. These book clubs, although the test scores were not necessarily improved (neither did they go down), but the skills these students began to develop, such as the one above, are exactly incredibly important skills to have and that book clubs introduce/develop/refine these skills continually throughout. On page 194 of Raphael and McMahon (1994) they discuss the significant difference in recall between students involved in the book club classrooms vs the students within the standard/traditional classrooms. The numbers were shockingly…. Unshocking, as those in the traditional classroom were unable to recall any titles, authors, or stories/material from the readings, whereas those who were involved in the book club classrooms were able to recall over half of the texts they had read the previous year. 

Questions:

On page 105, Raphael and McMahon (1994) illustrate interactions that demonstrate the challenges with book clubs (discussions/questions). How/what do you think is the best/most effective way to get past the superficial/mechanical and get into the authentic/critical questions, discussions, etc.? How or what can we do to streamline this process? Do you believe this would be easier or more difficult with younger students? Why/Not?

The “two norms of classroom literacy that may hinder authentic conversations about books,” described by Raphael and McMahon (1994), “turn taking and the emphasis on individual work” (p. 105), were certainly a part of my experiences in some of my classes growing up. Was this your experience? Do you believe these are still issues that we would have to face today when implementing book clubs? What other issues can you think of that might be hindrances to authentic conversations about books today – based on your past experiences, substitute teaching, field experiences, etc.? How might we address these in order to ensure, or address these presumed issues preemptively?

Raphael and McMahon (1994) discuss how students drew their understanding of a topic – war – from movies/tv and how this generated disconnect between the students and the actual text (pp. 106-107). How can we incorporate/integrate movies, television, videogames, etc. into book clubs to strength understanding and enhance discussions/questions, or address anticipated misconceptions, based off of students’ interactions with these? (I’m thinking Fortnite…). 

What different strategies/modes/etc. does Jocius and Shealy (2017) provide? Can you think of any others?

How do we make book clubs (more/best) compatible for ESL/ELL students? 

 

Jocius and Shealy (2017), “Critical literacy repositions students as empowered participants who engage with texts and societal issues that are interpreted through personal and cultural realities.” (p. 692).

“We believe that student-led book clubs can empower readers and writers to critique the world around them and advocate for social change.” (Jocius and Shealy, 2017, p. 691). Critical book clubs are geared towards enabling students to engage with texts and developing literacy skills through various modalities. Jocius and Shealy (2017) explain that the goal is to establish “empathetic readers, writers, and human beings”. I thought this was very powerful and most definitely in line with/directly related to our work in our Social Studies course, as we’ve been reading and discussing our Social Studies for Social Justice (SSSJ) text. 

• Could we incorporate Social Studies lessons/units into our critical book clubs? How would you go about this? What themes might you consider? [Same question for Science? Math?

Critical book clubs look to encourage students to go beyond just their “personal responses to texts,” and allow “them to consider alternate perspectives, question stereotypes, and challenge the status quo” (p. 693). We have discussed/read about these ideas and on several occasions discussed the implementation of critical literacy in our classrooms, particularly during this class. Many times, I am personally kind of left thinking, how… how does this look? How do I do this? After reading this (really all three articles), I felt some relief… here’s a how! Obviously every classroom is different, every circumstance unique, and, the article itself lays out miscues, missed opportunities, cautionary tales… the bad with the tons of good! For me, this was refreshing. Do you agree? As I have read so many articles in my day.....SO MANY DAYS.... not just in this class or even in this program, that paints the perfect picture… everything is SO perfect with (…name it...)  -- unicorns and rainbows that I’m just like … yeah, alright, but you forgot the part where the crap hits the fan!

PROJECT ONEE 

The article lays out, discusses Project ONEE and, for me, this was something that I really needed to read and I really enjoyed reading. I could picture this going on in my classroom for the most part. In critical literacy classrooms, teachers must provide consistent and sustained opportunities for students to examine societal issues that are often reflected in literary texts, whereas students must navigate new forms of critical interactions with texts and peers.” (p. 692). As with the questions/concerns that teachers have at the end that Jocius and Shealy (2017) bring to light, How do we implement this type of critical book club while ensuring we have enough time to do it right? (particularly as first year teachers…!) Are you worried you will not have enough time? Freedom? How would/will you go about finding guest speakers? How about collaborating with another teacher(s), particularly regarding the Big Buddies, Little Buddies program (I really loved this idea!)?? 

How do you feel about Project ONEE? Would you consider implementing it in your classroom? What changes would you make? (For those who have read the books mentioned…. Do you like/agree with the choices of texts? Dislike/Disagree? What are some other texts that you have read that touches on (or could be used) the theme and social issue of disabilities and difference?

What is one, two, or a few things you found/learned in the readings (or that wasn’t covered in the readings) that you believe is important to keep in mind when developing/implementing (critical) book clubs in your classroom? (Challenges Mentioned, hinderences, shortcomings, essentials,… anything… just curious).

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CHECK THIS STORY AND CLIP OUT!!

https://www.scarymommy.com/sidney-keys-starts-books-n-bros/

https://www.facebook.com/bloggerwinnielizabeth/videos/10206777414456095/

This is an incredible story of an 11 year kid who decided to start his own book club called Books N Bros. The "purpose is to celebrate African American literature and promote literacy among his peers."

“Every time I go to the library at my school, there aren’t many African American literature books there,” Sidney told the radio program “St. Louis on the Air.” The young man was inspired by a visit to EyeSeeMe, a book story in University, Missouri that promotes African American children’s literature. Sidney’s mother shot a Facebook live video from inside the store. In it, you see a captivated Sidney, sitting on the floor reading a book." -- Hosseini (2017)

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References

Hosseini, S. (2017, March 16). 11-Year-Old Boy Starts Book Club To Promote Literacy Among His Peers. Retrieved from https://www.scarymommy.com/sidney-keys-starts-books-n-bros/

Jocius, R., & Shealy, S. (2017). Critical book clubs: Reimagining literature reading and response. The Reading Teacher, 71(6), 691-702.

Raphael, T. E., & McMahon, S. I. (1994). Book club: An alternative framework for reading instruction. The reading teacher, 48(2), 102-116.

Raphael, T. E., McMAHON, S. I., GOATLEY, V. J., BENTLEY, J. L., BOYD, F. B., PARDO, L. S., & WOODMAN, D. A. (1992). Research directions: Literature and discussion in the reading program. Language Arts, 69(1), 54-61.