21st Century Literature Circles 1

21st Century Literature Circles

Aneesa Maknojia
M.Ed. in Curriculum & Instruction:
Learning, Design & Technology
University of Houston
July 2018
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Contents

Introduction

Literature Circles

21st Century Skills

Why 21st Century Literature Circles?

Technology Integration

Online Assessments

Online Discussions

Communication Skills

Conclusion

Next Steps

Reference
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Introduction

“When will I use this?” or “Why are we reading this?” can be heard across middle school

ELA classrooms. Students often ask these questions when they don’t find their learning valuable

or engaging. Teaching strategies and delivery methods need to stay in tune with the changes in

society and technology. However, there are obstacles that prevent new ideas and strategies from

coming to life in education. Secondary classes have limited time and resources which translates

into ineffective teaching methods and low student engagement. Teaching methods like literature

circles are eliminated from the curriculum due to a shortage of time, limited resources or having

inhibitions about student-centered instruction.

Literature Circles

Literature circles are similar to book clubs. Students meet with their group regularly and

discuss their novel by asking and answering questions. However, literature circles have more

structure and align with learning objectives. Teachers deliver mini- lessons and focus on

objectives for students to master while they read and discuss with their group. Literature circles

work because they engage students, provide choice and teach responsibility (Daniels, 2006, p.

11). Literature circles have the potential to be help students learn social skills like listening and

speaking, working collaboratively and applying reading comprehension skills. Many of these

skills and objectives can be embedded in literature circles, but the key is timely assessing

students and providing mini- lessons and re-teach sessions as needed.

Assessments and activities are built-in as a way for teachers to collect data and measure

student learning. Traditionally in literature circles, the assessments used are quizzes, tests, book

reports and discussion observations done by the teacher. There is not one right way to implement

literature circles as Daniels (2006) explains “Over and over, teachers in all corners of the world
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(most recent reports from Quebec, Finland, and Australia) have adopted, adapted, modified, and

personalized the basic model” (p. 11). In other words, 21st century skills can be interwoven in

literature circles and a variety of assessment tools can be used aside from the traditional methods.

Literature circles are student-led and the teacher is responsible for monitoring the discussions

and providing support.

21st Century Skills

We are in the 21st century which means our teaching needs to reflect the skills our

students need to be successful in the real world. The main emphasis is on core subjects and

content knowledge and less on social and technology skills. In a study conducted by Gitto (2018)

about 21st century skills, she found that many teachers expressed “the lack of time to integrate

21st Century skills” (p. 95). She further quoted the teachers sharing that there is not enough time

to cover these skills and there is no state assessment either. Therefore, 21st century skills are not

explicitly taught, but we expect those skills from our students when they enter the real world.

According to the Framework for 21st Century Learning in addition to core content, “students

must also learn the essential skills for success in today’s world, such as critical thinking, problem

solving, communication and collaboration.” Skills such as technology literacy, communication

and collaboration can be easily incorporated into any core content and even in literature circles.

Why 21st Century Literature Circles?

Secondary classes operate differently compared to primary classes. There is limited time

and large class sizes make it difficult to assess students in small groups. McLeod, Fisher and

Hoover (2003) in Key Elements of Classroom Management: Managing Time and Space, Student

Behavior, and Instructional Strategies discuss the challenges “involving cooperative,

collaborative, and small-group activities. Using time wisely during those activities requires
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teaching the skills of group work, setting reasonable time constraints for completion of the group

assignment, closely monitoring each group’s progress, and constantly evaluating whether each

student is accomplishing the assignment” (p. 32). Monitoring, scaffolding and assessing 25-30

students during a 50 minute class period is very difficult. It’s almost impossible along with

completing housekeeping tasks and transitions. There is hardly any time for students to meet,

read, discuss and complete assessments in one class period. It is a time-consuming yet essential

task for teachers. In order to ensure student engagement and decrease off-task behavior, teachers

need to actively interact and assess students daily.

Students work at different paces and each group has their own dynamics. Therefore,

teachers don’t get a chance to assess and monitor all groups on a regular basis which can lead to

off-task behavior or students needing teacher assistance which may not be possible due to limited

time. In secondary classrooms, effectively implementing and assessing literature circles becomes

a challenge, so it is taken out of the curriculum.

With technology integration and giving students responsibility, monitoring and assessing

students becomes simple. Students can complete exit tickets using technology tools and show

their learning without the teacher having them monitor them in real-time. Teachers can assess

students at their own pace, but also hold students accountable with technology integration.

Students can continue their literature circle discussions and activities from home. According to

the Framework for 21st Century Learning, “To be effective in the 21st century, citizens and

workers must be able to create, evaluate, and effectively utilize information, media, and

technology” and this can be weaved into literature circles. The use of technology tools can

increase collaboration, technology literacy, problem-solving, and communication skills.

Incorporating technology with traditional methods best prepares our students for their future and
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it increases motivation and engagement. They won’t be asking, “Why are we doing this?”

anymore.

Traditional literature circles can be converted into 21st century literature circles by

incorporating technology. When students use technology to communicate and collaborate they

learn skills that prepare them for the demands of the 21 st century world. The following methods

can be integrated during literature circles: online discussions, online assessments and student

reflections. Using an LMS like Schoology or Edmodo can help educators seamlessly implement

these methods on one platform. Schoology will allow students to carry on their discussions and

participate in activities outside the classroom with their literature circle groups, the teacher and

the class. Using technology and an LMS will allow the teacher to monitor and follow student

progress during literature circles despite time constraints.

Technology Integration

Classroom dynamics are evolving with time and the technology gap continues to widen.

Newbill and Baum (2013) explain how “Technology is revolutionizing the way the world works,

and there seems to be no end in sight” (p. 17). We live in the Digital Age; however, our teaching

methods are still traditional with minimal technology integration. We are not able to connect with

the digital generation of students walking into our classrooms. As Newbill and Baum say,

“Information is everywhere and easy to find, so today’s students will need to know what to do with

it to be prepared for the overly stimulating, technology-driven, problem-riddled world they will

soon face” (p. 17). The best way to prepare our students for the technology age is by using those

tools in our classrooms. This not only benefits students but educators as well.

With technology at our fingertips, learning can be a fun and an engaging process. Collins

(2010) says that “Melding great literature and the power of Web 2.0, students collaborate about
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content, research information, create online projects, and converse with those from unfamiliar

cultures” (p. 24). Technology tools provide students the opportunity to learn at their own pace and

collaborate virtually with their peers. Using technology is also beneficial for educators as well.

Technology offers an array of assessment options and self-grading assessment tools. Technology

provides a platform for students to learn and create in ways beyond their imagination.

Online Assessments

Thanks to technology and Web 2.0 tools teachers have countless options for assessing

students. Most districts have Learning Management Systems that make technology integration

simple. Web 2.0 tools are a creative and engaging way to assess students. They also offer

flexibility to students to work at their own place from anywhere. According to Kipp (2013) when

using an LMS to administer assessments:

A student can easily submit work in a file and the teacher can easily grade it. Comments

on those assignments are immediately returned to students in their grade book so they

have a real understanding of their progress at any time…It will be vital that you provide

feedback on as many assignments as possible so that when students click on the grades

button in your LMS, they see a detailed list of grades with comments explaining how

they can improve. (p. 120)

Formally and informally assessing students in literature circles is vital. It helps students

stay focused when they know you will be visiting them, and it also gives students one-on-one

time with the teacher. Visiting literature circles allows teachers to be like a fly on the wall and

listen to students share their learning. Literature circles are student-driven and the teacher is just

an observer. Sometimes teachers partake in the discussions as they visit groups and even give
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mini- lessons, so it’s difficult to visit all the groups during one class period. Therefore,

assessments and exit tickets can be submitted online. This allows students to complete their work

at home without rushing to submit it before the end of class which yields authentic student work.

Using technology tools helps students improve their technology literacy. They learn to

use Microsoft Office applications, they learn to research and apply their learning in creative

ways. Higher education and careers require a high level of technology literacy. Using technology

opens up doors for students to collaborate and communicate in a variety of ways. Web 2.0 tools

can be used instead of traditional assignments. Collins (2010) shares how she used Animoto, a

free website that creates 30-second video clips, to create book previews to share with her

students as an introduction to her literature circle books. She said that using Animoto motivated

her students for literature circles (p. 24). This tool can be used for students to create chapter

summary videos or to introduce characters from their novel.

Online collaboration platforms allow students to work together and complete projects

simultaneously. Students can create a PowerPoint presentation or write a group essay using Word

from Office 365 by working together and making revisions in real-time. This allows students to

work together without having to meet, and provides a way for students who are not at school to

continue their work even at home. Teachers can provide students differentiated learning

experiences and allow students to submit collective work as a group. Vasileva-Stojanovska,

Malinovski, Vasileva, Jovevski, & Trajkovik (2015) explain that “The students are encouraged to

take an active role in the educational process through carefully planned activities such as

collaborative work on certain tasks, participation in the evaluation process, self-directed guides,

and synchronous and asynchronous delivery of learning material” in a blended learning setting”

(p. 127). Accessibility increases when students are able to carry on with their literature circle
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work from home. Monitoring students on a LMS teachers can follow student progress on

projects and assignments. They can provide online feedback and on-going support during the

process that would be different with traditional paper and pencil assessments which are

submitted after completion.

This can be achieved with proper implementation with a balance between traditional

teaching methods, student-directed learning and technology application. Students can control

their learning by working where they want and how they want. They can work with their teachers

and peers online and even connect with other people around the world with technology. Their

imagination can come true with technology tools at their fingertips. Middle school ELA

classrooms can be transformed by allowing students more freedom to take charge of their own

learning and by providing more options to demonstrate their learning. Teachers can integrate

multiple objectives seamlessly in single tasks and provide options for students to apply their

learning.

Online Discussions

Schoology, or another LMS/application, can be used to host online discussions and

provide additional activities and resources for all students to work on for literature circles. As a

middle school teacher, I know that it is difficult to read, discuss and complete activities in class

with only 50 minutes. Schoology will provide the chance for students to participate at their own

pace in class and online. There will be less pressure to rush the discussions in order to complete

activities before the bell. It will increase student participation by providing timid students a

platform to express themselves in a safe learning environment online. An increase in student

participation equals more collaboration among students. With Schoology or another LMS,

teacher’s will be able to monitor all student online activity related to literature circles without
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having to physically visit each group daily. In fact, this will allow teachers to have in-depth

interactions with groups during literature circles without the fear of missing out the opportunity

to assess all students each day.

In secondary classrooms, time restrictions are important factors considered when

planning lessons. Due to time shortage, activities like projects, group work and discussions take

a backseat or are limited. Sometimes I have to cut these activities short, so I can cover the

content. Salter and Conneely (2015) discuss how students can post in online discussions at their

own pace and time which means that I can still plan for those activities without out worrying

about time shortages. They also share that students gain a deeper understanding of the text when

they have to respond to discussion questions which they can plan and construct thoughtfully

without being put on the spot like in a traditional classroom. In classrooms today “Discussion

forums can be engaging learning activities. Rather than passively sitting in class listening to an

instructor, a discussion forum requires students to actively participate in class which is a form of

engagement” (Salter & Conneely, 2015, p. 18-19). Online discussions would allow each student

to contribute to the discussion and post responses to classmates. This can be done at school and

at home. Online discussion posts on Schoology and other platforms can be typed, voice or video

recorded thus providing student choice. The interaction between teachers and students increases

when teachers are able to respond to student posts.

Communication Skills

Communication skills are essential for students to lead successful literature circles. This

is an ideal time to teach students how to “Articulate thoughts and ideas effectively using oral,

written and nonverbal communication skills in a variety of forms and contexts” (Framework for
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21st Century Learning, p. 4). This will help students develop a lifelong skill that is important not

only when working in literature circles but in all walks of life.

Communication is essential when working with others. Speaking and listening are both

equally important to be able to understand. Teachers can model effective listening and speaking

skills when interacting within literature circles. Dialogue journals can be used to assess learning

objectives and to proactive written communication. A dialogue journal is “Created using spiral

notebooks or composition books, dialogue journals are written conversations between teacher

and student in response to literature” (Werderich, 2004, p. 3). This is a flexible assessing method

and strengthens communication skills. This method can be implemented using an electronic tool

as well. Communication skills are the foundation when working in a collaborative setting, so

teaching these skills during literature circles has many benefits. Students learn how to effectively

communicate in literature circles and they learn social skills.

Conclusion

Personalizing literature circles by adding 21 st century skills will enrich the learning

experience for both students and teachers. Despite the limitations faced by secondary teachers,

literature circles can be implemented. Literature circles are an avenue used to teach ELA skills,

technology literacy and communication skills. Online discussions increase communication

among students and teachers by providing more opportunities for interactions. Teachers can plan

creative and technology driven assessments for students which extends literature circles beyond

the classroom. Students can practice both oral and written communication strategies in 21 st

Century Literature Circles. This is just the tip of the iceberg because there are many more ways

to incorporate 21st century skills in literature circles.

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Next Steps

After receiving positive feedback from a colleague that implemented 21st Century

Literature Circles in her classroom, I feel the need to create a sharable resource with links and

methods of implementing 21st Century Literature Circles. I want to share links and strategies for

teachers to quickly browse through and apply 21st century learning to their literature circles. The

resource will also include more details about 21 st century learning and its importance in

education. This resource will allow teachers to explore the world of personalizing literature

circles while teaching 21st century skills by maximizing their time especially in secondary

classrooms.
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References

A. (n.d.). Framework for 21st Century Learning. Retrieved November 4, 2017, from

http://www.p21.org/our-work/p21- framework.

Collins, J. (2010). Transform Global Literature Circles with Web 2.0. Library Media Connection,

29(2), 24-25.

Daniels, H. (2006). What’s the next big thing with literature circles. Voices from the Middle,

13(4), 10-15.

Gitto, P. (2018). Career and college readiness: Aligning 21st century skills (Order No.

10868384). Available from ProQuest Dissertations & Theses Global. (2057210284).

Retrieved from

http://search.proquest.com.ezproxy.lib.uh.edu/docview/2057210284?accountid=7107.

Kipp, K. (2013). Teaching On The Education Frontier: Instructional Strategies For Online And

Blended Classrooms. Retrieved from https://ebookcentral.proquest.com.

Mastering Online Discussion Board Facilitation. (n.d.). Retrieved October 30, 2017, from

https://www.edutopia.org/pdfs/stw/edutopia-onlinelearning- mastering-onlinediscussion

board-facilitation.pdf.

McLeod, J., Fisher, J., & Hoover, G. (2003). Key elements of classroom management : managing

time and space, student behavior, and instructional strategies. Retrieved from

https://ebookcentral.proquest.com.

Newbill, P., & Baum, L. (2013). Design Creativity. Learning & Leading with Technology, 40(4),

16-19. Retrieved November 10, 2017.

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Salter, N. P., & Conneely, M. R. (2015). Structured and unstructured discussion forums as tools

for student engagement. Computers in Human Behavior, 46, 18-25.

doi:10.1016/j.chb.2014.12.037.

Vasileva-Stojanovska, T., Malinovski, T., Vasileva, M., Jovevski, D., & Trajkovik, V. (2015).

Impact of satisfaction, personality and learning style on educational outcomes in a

blended learning environment. Learning and Individual Differences, 38, 127-135.

doi:10.1016/j.lindif.2015.01.018.

Werderich, D. E. (2004). The process of response: An examination of how middle school literacy

teachers utilize dialogue journals (Order No. 3161328). Available from ProQuest

Dissertations & Theses Global. (305134617). Retrieved from

http://search.proquest.com.ezproxy.lib.uh.edu/docview/305134617?accountid=7107.