Running head: Virtual Literature Circles: Best Practices 1
Virtual Literature Circles
Best Practices
A Project Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of Arts Degree
in
Education
Jeremy Ferebee
California State University San Marcos
Fall 2013
Running head: Virtual Literature Circles: Best Practices 2
Project Abstract
The growth of online communication technologies creates great opportunities in education. New tools such as asynchronous discussion forums allow for greater flexibility, convenience, and autonomy in learning. Teachers have used the Virtual
Literature Circle in this new online learning environment to support the development of both digital and traditional literacy skills for students. The purpose of this project is to gather best practices from a wide body of research that includes traditional Literature
Circles, distance learning and blended learning, Social Learning Theory, and Self-
Determination Theory in order to support teachers in creating a successful Virtual
Literature Circle unit. The handbook includes a rationale for Virtual Literature Circles, best practice strategies, and handouts to support teachers in implementing the unit.
Keywords: Virtual Literature Circle, asynchronous discussion forum, distance learning, blended learning, digital literacy, Social Learning Theory, Self-
Determination Theory
Running head: Virtual Literature Circles: Best Practices 3
Table of Contents
Virtual Literature Circles ...... 1 Best Practices...... 1 Project Abstract...... 2 Table of Contents...... 3 Chapter One: Definition of Problem...... 5 Purpose of Project...... 5 Theoretical Framework ...... 6 What We Know about Student Attitudes and Motivation ...... 6 Preview of Literature ...... 8 Preview Methodology ...... 9 Significance of Project...... 9 Summary of Chapter...... 12 Definitions...... 13 Chapter 2: Literature Review ...... 14 Rationale for Literature Circles...... 14 Challenges in Literature Circles...... 15 A Shift in the Learning Paradigm ...... 16 Rationale for Asynchronous Discussion Forums ...... 17 Best Practices:...... 20 The role of the instructor...... 20 Summary...... 26 Chapter Three: Methodology...... 28 Format of the Handbook ...... 29 Intended Audience ...... 30 Procedures Taken to Create the Handbook...... 31 Step 1:...... 31 Step 2:...... 31 Step 3:...... 32 Summary...... 34 Virtual Literature Circles: Best Practices for Teachers ...... 35 Introduction ...... 38 Best Practices...... 40 Beginning...... 40 Figure 1: Sample Reading List ...... 44 Figure 2: Sample Letter to Parents:...... 47 Figure 3: Student Book Selection ...... 48 Before the Literature Circle...... 49 Figure 4: ...... 50 Reading Schedule ...... 51 Figure 5: Virtual Literature Circle Organizer...... 53 Setting Clear Expectations...... 55 Figure 6: Virtual Literature Circles: Instructions...... 56 Digital Citizenship...... 59 Figure 7: Digital Citizenship Guidelines ...... 60 The Use of Role Sheets...... 62 Through ...... 64 Running head: Virtual Literature Circles: Best Practices 4
Student-Constructed Prompts: Promoting Depth and Complexity...... 64 Figure 8: Creating Your Question...... 66 Responding to Classmates...... 70 Figure 9: Guidelines for Students...... 71 The Teacher’s Role: Facilitator and Mediator...... 72 Figure 10: Specific and Individualized Feedback...... 74 Analyzing the Transcript ...... 76 Figure 11: Example Student Discussion...... 77 Closing ...... 81 Assessment ...... 81 Figure 12: Student Self-Evaluation and Peer-Evaluation Rubric ...... 83 Figure 13: Self-Evaluation and Peer Evaluation Directions ...... 85 Chapter Five: Project Recommendations ...... 87 Lessons Learned...... 88 Self-Determination and the Virtual Literature Circle...... 88 Lessons from the Best Practices ...... 90 Project Implementation Plans ...... 93 Educational Implications ...... 94 Limitations of Project...... 95 Future Project Suggestions...... 95 Conclusion...... 96 References...... 100
Running head: Virtual Literature Circles: Best Practices 5
Chapter One: Definition of Problem
Online communication technology has grown exponentially in the past decade
(Project Tomorrow, 2012). This growth has led to great shifts in education, as these tools have created new opportunities for teachers to extend learning beyond constraints of the traditional classroom (Andresen, 2009; Bowers-Campbell, 2011; Carswell & Venkatesh,
2002). This means that students now have greater flexibility with and convenience in meeting their learning goals, as learning is no longer bound by time or place.
One of the most significant developments in online communication technology is the Asynchronous Discussion Forum, which allows students to communicate with one another in a threaded topic-based forum (Wolsey, 2004). This tool offers many of the benefits of a traditional face-to-face discussion while also offering some benefits that are unique to the virtual environment (Bowers-Campbell, 2011; Carswell & Venkatesh,
2002; English, 2007; Kassop, 2003; Larson, 2009; Yu, 2009;). For this project, the author created a handbook of best practices for a Virtual Literature Circle .
Purpose of Project
The purpose of this project was to create a Virtual Literature Circle unit to be used in the secondary English-Language Arts classroom. Academic discussions and dialogue are an essential part of effective pedagogy, and the growth of technology-based learning provides teachers with more options and flexibility to better meet the needs of a new generation of learners. While academic discussions have been conceptualized as face-to-face exchanges in the traditional classroom, new online communication technology allows teachers to expand the scope of the learning environment. As new literacy practices emerge through these tools, it becomes increasingly more important for Running head: Virtual Literature Circles: Best Practices 6 teachers to update their existing pedagogy to include the use of technology so that students are better prepared to be successful in today’s rapidly changing world.
The handbook created for this project is intended to be a resource for teachers who wish to implement technology in their classrooms with greater confidence. During the Literature Review, the author found that many veteran teachers needed resources and training in order to be more comfortable with technology in the classroom (Project
Tomorrow, 2012). This was also verified by the author in his own practice, as many of his colleagues saw the rationale for using technology in the classroom, but did not have the time to search through academic research journals to be more informed. This project will fill a need by gathering best practices from a wide body of research so that teachers can have access to these strategies and implement them immediately in their own classrooms.
Theoretical Framework
What We Know about Student Attitudes and Motivation
Deci & Ryan’s Self-Determination Theory (2000) suggests that students become motivated when they feel a sense of autonomy, competence, and relatedness in the classroom. This means that students have a need to feel “connected, effective, and agentic” as they go through the learning process (pp. 66). Because of this, teachers need to create conditions that are conducive to supporting these basic psychological needs in order for students to remain engaged. When these needs are not met, students become amotivated and begin to disengage. Deci & Ryan found that “the groundwork for facilitating internalization is providing a sense of belongingness and connectedness to the persons, group, or culture disseminating a goal,” suggesting that cultivating positive Running head: Virtual Literature Circles: Best Practices 7 relationships and creating relatedness is essential in fostering a motivating learning environment. This shows that teachers play a critical role in shaping the learning environment, as they ultimately set the tone for the interaction and communication in the classroom. As such, Self-Determination Theory played a prominent role in the design of my unit.
Conditions that support learning.
Vygotsky’s social learning theory (1978) informs educators that learning takes place in social contexts. He claimed, “Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them” (pp. 88).
This means that a learner’s environment will have a profound impact on his or her cognitive development. In the classroom, this suggests that activities such as collaborative learning and academic discussions are an essential part of the learning process, as they foster communication between students and their peers and foster deep construction of knowledge. Vygotsky also argued that language promoted thinking, developed reasoning, and supported reading and writing (1978). Therefore, activities that create opportunities for literacy – reading, writing, listening, and speaking- help to support learning and construction of knowledge.
Similar to Vygotsky, Paulo Freire also believed that “people teach each other” (1968, pp. 61). Paulo Freire suggested that dialogic learning is an essential component of authentic learning. He contended that the traditional “banking” model of education, where the teacher is the sole arbiter of knowledge and the students are empty vessels waiting to be filled, is oppressive in nature and does not support critical thinking and reflection. He instead called for a shift in pedagogy where teachers and students become Running head: Virtual Literature Circles: Best Practices 8 partners in constructing knowledge, and that only through a “permanent relationship of dialogue” (pp. 50) can the students reach their full potential as both learners and human beings. For Freire, education was deeply personal and meaningful, as it extended much further than content knowledge and curriculum. He called education “the practice of freedom, ” suggesting that authentic dialogic learning could be fulfilling and personally liberating (pp. 62). He also claimed that dialogue created a “horizontal relationship of mutual trust,” which suggested that these sort of critical discussions between peers also built a sense of community and connectedness in the classroom (pp. 73).
This project is also grounded in Rosenblatt’s Transactional Theory of literacy (1968), which suggests that the meaning of a text is left open to the interpretation of the reader.
This theory is a foundational idea behind the Literature Circle, as students must work together to navigate challenging texts and construct knowledge.
Thus, the research shows that students learn in social contexts, and that academic dialogue between students is a primary vehicle to co-construct meaning. This project will remain grounded in these theories as the author transfers this theoretical framework to a virtual environment.
Preview of Literature
The Literature Review includes studies that provide a rationale for use of
Literature Circles (Daniels, 2002) in the classroom as well as challenges that teachers have faced with implementing the strategy (Clarke & Howladel, 2007; Marchiando,
2013; Wilfong, 2009). It then explores studies that establish the educational paradigm shift due to the emergence of new communication technologies (Carswell & Venkatesh,
2002; Greenhow, Robelia, & Hughes, 2009; Whittingham, 2013). Next, it includes Running head: Virtual Literature Circles: Best Practices 9 studies that provide a rationale for the use of Asynchronus Discussion forums as a solution to many of the problems found in face-to-face Literature Circles (Andresen,
2009[ Carswell & Venkatesh, 2002; Wolsey, 2004). The Literature Review will show that the Asynchronous Discussion Forum provides an effective learning environment that builds on the strengths of the face-to-face Literature Circle while also offering many unique benefits (English, 2007; Whittingham, 2013). Finally, the Literature Review will explore several best practices when constructing an online discussion via Asynchron0us
Discussion Forums.
Preview Methodology
For this project, the author completed a Literature Review and analyzed the data to determine themes and trends. Based on the data, the author gathered a list of best practices that were recommended by multiple research articles. The author clustered these strategies into themes and began organizing a handbook. The author then created a draft of the handbook that included an overview of best practices as well as handouts to illustrate the principles explored.
Significance of Project
The technological changes in the past two decades have created the most significant societal shift that mankind has experienced since the Industrial Revolution.
New technology such as the Internet, personal computers, and mobile devices have changed the way the world operates, creating an ease of global communication and access to information that was unfathomable to our predecessors (Friedman, 2007).
The use of technology in education has grown exponentially in the past decade due to the rapid development of online communication technology (Project Tomorrow, Running head: Virtual Literature Circles: Best Practices 10
2012). In fact, the use of online or blended learning in K-12 classrooms increased by 63 percent between 2007 to 2011 (Project Tomorrow, 2012). The traditional English-
Language Arts classroom is beginning to evolve as new communication technologies are redefining the concept of literacy (Kajder, 2010; Smith & Dobson, 2011). According to
Project Tomorrow’s national survey, stakeholders in public education are beginning to accept blended and learning as a flexible solution for high school students, as they are
“starting to embrace a variety of paths for students that allow them to work at a path and pace reflective of their best environment” (Project Tomorrow, 2012).
Educational theorist Marc Prensky (2001) called the new generation of students
“digital natives,” referring to the ubiquity of technology in their daily lives. These students feel at home with technology and use it to find information, connect with peers, and communicate in their daily lives. In contrast, many educators have been dubbed
“digital immigrants,” as they are new to technology and not completely comfortable with its integration into education. Prensky highlighted the need for a change in methodology in the education system, as he claims, “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.”
With this in mind, he challenges educators to find innovative ways to use technology in order to best meet the needs of this new generation of students. Similarly, the International Society for Technology in Education’s National Educational
Technology Standards for Teachers (2008) specified that effective teachers should
“facilitate and inspire student learning and creativity in both face-to-face and virtual environments.” This shows a national educational trend moving towards the integration of technology to supplement traditional in-class instructional activities. Legislators and Running head: Virtual Literature Circles: Best Practices 11 policy makers are also prioritizing the integration of technology into the curriculum, which is evident in the upcoming English-Language Arts Common Core Standards, which specify that students should be “using technology, including the Internet, to produce and publish writing and to interact and collaborate with others (W.9-10.6)”
(2013).
Linda Harasim, the keynote speaker for the 2001 Elsevier Science Computers and
Learning 2001 Conference wrote:
Online education is becoming ubiquitous, not replacing traditional education, but
enhancing and transforming it, thereby contributing to a paradigmatic shift in
educational theory and practice. Within this context, critical and urgent issues
emerge regarding the need for evidence-driven design in both the pedagogy and
the technology of online education. Which learning models and approaches work
best, under what circumstances, and for whom? What technological designs are
needed to support best practice?’’ (Harasim, 2001).
This project addressed Harasim’s inquiry by creating a handbook that will support curriculum for Virtual Literature Circles. This project adapted Harvey Daniels’ original strategy to foster student dialogue about texts for use in a virtual learning environment through Asynchronous Discussion Forums (Daniels, 2002). This will offer flexible options to teachers who seek to use technology to enhance their existing pedagogy.
The research showed that the use of online discussion forums could increase both motivation and achievement for students (Bowers-Campbell, 2011; Carswell &
Venkatesh, 2002; English, 2007; Kassop, 2003; Larson, 2009; Yu, 2009). However, several researchers have called for additional resources to support the implementation of Running head: Virtual Literature Circles: Best Practices 12 this resource (Harasim, 2001; Hofmeister & Thomas, 2001; Shana, 2009). Furthermore, while there are several resources that offer advice on how to implement online discussion forums (Andresen, 2009; Knowlton & Knowlton, 2001; Majeski & Stover, 2007; Larson,
2009; Salmon, 2000; Wolsey, 2004), there is a considerable lack of resources regarding the implementation of Virtual Literature Circles specifically.
The nature of technology-based learning necessitates that teachers become lifelong learners (Imperatore, 2009; Klage, Pate & Conforti, 2009). As technology develops, it is increasingly more vital that teachers are proficient. This project aims to fulfill this need by offering a readily available resource for English-Language Arts teachers who wish to update their existing pedagogy with online communication technologies.
Summary of Chapter
This chapter began by defining the problem by contextualizing the issue within education today. It then established the purpose of the project, which was to create a
Virtual Literature Circle curriculum through the best practices gathered through the research.
Next, the author provided a theoretical framework for the research by presenting what we know about student motivation (Deci & Ryan, 2000) and by exploring conditions that support learning (Freire, 1968; Vygotsky, 1978)
The author then previewed the literature to be explored in chapter 2 and the methodology to be presented in chapter 3. The author concluded by establishing the significance of the project.
Running head: Virtual Literature Circles: Best Practices 13
Definitions
Literature Circle: A social learning strategy where students read books of their own choice and regularly meet with a group to support their understanding of a text.
Asynchronous Discussion Forum: An online communication tool where users can communicate by posting messages and responding to one another. Users do not need to be using the tool at the same time in order to communicate.
Virtual Literature Circle: An adaption of the traditional Literature Circle that uses the
Asynchronous Discussion Forum as the primary learning environment.
Digital Native: A person who was raised in a technologically-rich environment and is a regular user of technology in his or her personal life.
Digital Immigrant: A person of an older generation who was raised prior to the growth of online communication technologies and mobile devices.
Running head: Virtual Literature Circles: Best Practices 14
Chapter 2: Literature Review
Rationale for Literature Circles
In the traditional English-Language Arts class discussion, knowledge is transmitted from the teacher to the students (Carico, Logan & Labbo, 2004). This model of instruction leads to a limited understanding of the text, as students defining begin defining discussion as "answering the teacher's questions” and as a result do not engage deeply with the text (p. 300). Similarly, theorists such as Harvey Daniels agreed that the traditional method of reading instruction was too rigid and did not foster critical thinking
(Daniels, 2002). He developed the Literature Circle strategy in an effort to promote social learning and to revitalize reading instruction. This strategy shifted away from the teacher-centric model of reading instruction and moved to a more student-centered approach. The ultimate goal of the Literature Circle is for students to have a “natural and sophisticated discussion of literature” (p. 100). In a Literature Circle, students take an active role in the learning process and become experts of the text in order to support their classmates’ understanding of the text (Wilfong, 2009). Many researchers have found that in many cases the Literature Circle can lead to an increase in student motivation as well as stronger comprehension of a text (Clarke & Howladel, 2007; Lloyd, 2004;
Marchiando, 2013; Wilfong, 2009). Marchiando (2013) claimed that Literature Circles created student ownership of learning and built community as students felt a sense of responsibility to each other. Wilfong (2009) similarly argued that the strategy puts the learning in the hands of the students and encourages them to master the text in order to be stronger asset to classmates. Running head: Virtual Literature Circles: Best Practices 15
Therefore, these studies support Daniel’s idea that the Literature Circle can be an effective solution to the outdated teacher-centric model in the English-Language Arts classroom, as it promotes greater mastery of skills through the process of social learning.
Challenges in Literature Circles
Although Literature Circles can help to create a more effective learning environment, the strategy is not without its challenges. Wolsey (2004) and Clarke &
Howladel (2007) encountered issues with group dynamics in Literature Circles. Wolsey
(2004) implemented Literature Circles in his own classroom and found that discussions tended to be superficial or groups would be off-task unless the teacher was in close proximity to the students. Clarke & Howladel (2007) similarly found that the groups required constant supervision; otherwise, the group cohesion dissolved as soon as the teacher left. Their middle school class was plagued by inter-group conflict that made it nearly impossible to conduct an effective Literature Circle. They also ran into logistical problems such as the limited time period of each class, interruptions to learning, and constant absenteeism that made it difficult to build community or maintain consistency.
These studies suggest that although an ideal Literature Circle does promote social learning, effective group interaction does not happen on its own. Clarke & Howladel
(2007) found that these issues with group dynamics could be improved with effective coaching and mini-lessons as the teacher guided the students towards more constructive interaction.
Daniels’ (2002) curriculum suggested that social learning is at the heart of
Literature Circles. However, several studies have found potential gaps in the strategy.
While the smaller group dynamic of Literature Circles does promote social learning more Running head: Virtual Literature Circles: Best Practices 16 effectively than whole-class instruction, Larson (2009) found that Literature Circles may not always create the most equitable learning environment for all students. She wrote,
“In a traditional literature circle, students who are shy, struggling as readers, or linguistically diverse may hesitate to share ideas in group settings” (p. 645). These findings were echoed by English (2007) and Yu (2009), who similarly found that face-to- face discussions tended to be dominated by more outspoken students. The studies of
English (2007), Larson (2009), and Yu (2009) suggested that although face-to-face discussions could be a powerful learning tool, the activity can be stressful and uncomfortable for shy or struggling students. Both researchers turned to online communication technology and Asynchronous Discussion Forums as a possible tool to solve this problem.
A Shift in the Learning Paradigm
In his research article, “Learner Outcomes in an Asynchronous Distance
Education Environment,” Alan D. Carswell (2002) asked “What new modes of instruction are possible with modern information technologies? Can the learning experience be transformed to be better and more effective than traditional classroom instruction? If so, how? Under what circumstances?” (p. 489). In the decade since
Carswell asked this question, technology has become ubiquitous in our society as well as in our education system (Project Tomorrow, 2012). Due to this shift, Greenhow, Robelia,
& Hughes (2009) suggested that educators redefined how they conceptualized
“classrooms,” as the emergent communication technologies allow for learning to take place outside of the constraints of the traditional classroom. In this sense, online communication technology offered a way to dramatically change the traditional Running head: Virtual Literature Circles: Best Practices 17 educational paradigm.
Kassop (2003) responded to Carswell’s inquiry and suggested that an online learning environment could be superior to a traditional face-to-face learning environment in both quality and rigor. He noted that online courses helped to develop student writing skills, foster critical thinking skills, and facilitate highly interactive discussions amongst participants. Whittingham (2013) corroborated Kassop’s findings and suggestd that online discussions could offer many of the same benefits of face-to-face discussions with even greater flexibility and autonomy for teachers and students alike. Both of these studies might suggest that Vygotsky’s Social Learning Theory (1978) does not only apply to face-to-face interactions but could apply to an online environment as well.
Rationale for Asynchronous Discussion Forums
The research suggested that an effectively executed online discussion forum could address many of the challenges found in face-to-face discussions noted by previous researchers (Whittingham, 2013). While traditional Literature Circles were found to be an excellent tool for student engagement, motivation, and mastery of material in an ideal situation, many researchers found that traditional Literature Circles created unforeseen challenges that might deter teachers from using the strategy. However, the Virtual
Literature Circles were found to have distinct advantages that addressed many of the concerns of previous researchers.
Some researchers found that traditional Literature circles often required constant supervision, otherwise groups would stray off-task or their conversations would quickly become superficial (Clarke & Howladel, 2007; Wolsey, 2004). In contrast, the written nature of online discussion forums created stronger opportunities for student Running head: Virtual Literature Circles: Best Practices 18 accountability and depth of engagement. Teachers have access to a written record of student engagement, which holds all students more accountable to their learning
(Bowers-Campbell, 2011; Carico,Logan & Labbo, 2004; Larson, 2009). Beeghly (2005),
Bowers-Campbell (2011), and Larson (2009), noted that virtual literature circles encouraged thoughtful reflection and required students to craft their responses in writing before posting rather than spontaneously responding to classmates in a face-to-face discussion. Bowers-Campbell’s research showed that the previous discussion would become an archive for students to re-engage with conversation, demonstrating self- reflection and a deeper level of engagement (Bowers-Campbell, 2011, p. 562).
Therefore, the research suggests that online discussion forums are superior to face-to-face discussions in keeping students accountable and creating opportunities for critical thinking.
Clarke & Howladel (2007) also noted the challenge of conducting successful face-to-face Literature Circles within the time constraints of a traditional classroom.
However, the Asynchronous Discussion Forum offers greater flexibility and autonomy:
Wolsey (2004) noted that these online discussions allow teachers to extend their classrooms into cyberspace, allowing learning to continue beyond the physical classroom and the traditional school day. Clarke & Howladel (2007) were frustrated by the chronic absenteeism in the classroom during their study, as these students had no way to make up the class discussion. However, Bowers-Campbell (2011) noted that the Virtual Literature
Circle gave these absent students a chance to meet the learning goals even when they missed class, as the asynchronous nature of the discussion allowed for engagement with peers at a later time. Furthermore, the discussions could take place over an extended Running head: Virtual Literature Circles: Best Practices 19 period of time rather than in a single class period, which limited the impact of interruptions in the school day. Carswell & Venkatesh (2002) and Andresen (2009) also supported the idea that the online learning environment overcomes the limitations of a face-to-face classroom by offering greater flexibility, convenience, and autonomy, as students are able to learn on their own terms.
Several studies explored the impact of the loss of a face-to-face discussion. Both
Andresen (2009) and Beeghly (2005) and expressed some concern that a shift to an online format could negatively impact the learning environment by increasing the potential for miscommunication. Beeghly believed that discussion forums could isolate students and strip a class of its collaborative atmosphere. Andresen worried that the that the loss of a face-to-face discussion could present some possible communication challenges, as tone of voice, body language, and other important contextual cues are not transmitted through the message board medium.
However, Bowers-Campbell (2011) found that Asynchronus Discussion Boards did not isolate students but instead facilitated the creation of community and deeper analysis. In her study, groups engaged in socially constructed learning that demonstrated evidence of critical thinking and analysis. Several other studies also concluded that a well-executed online discussion forum could create a sense of community that could lead to an increase in engagement and participation (Carswell & Venkatesh, 2002; English,
2007; Kassop, 2003; Larson, 2009; Yu, 2009). Both Larson (2009) and English (2007) advocated for the use of discussion forums because they offered a lower-risk learning environment that created equitable opportunities for students to share opinions and encouraged all learners to participate. English argued that this tool was "an amazing ally Running head: Virtual Literature Circles: Best Practices 20 to the teacher who cares about giving voice to every student in the classroom,” commenting on the format’s ability to allow introverted students to feel comfortable with participating in class. Yu (2009) similarly noted that online intervention increased the rate of participation and comfort level in face-to-face discussions. Therefore, the research interestingly suggested that Virtual Literature Circles facilitated community building and created a more equitable learning environment for all students.
Best Practices:
The role of the instructor.
Many researchers agreed that in an online learning environment, the instructor must shift from a teacher role to a facilitator role in order to create the most effective learning environment (Andresen, 2009; Guldberg & Pilkington, 2007; Whittingham,
2013; Wolsey & Grisham, 2006). This shift to a facilitator role supported Vygotsky’s theory of the More Knowledgeable Other (1978), which suggested that students learn best when guided by an expert. Lamb (2000) recommended that the teacher become an active participant in the discussion group in order to encourage students, provide models, and give support. Wosley & Grisham (2006) also agreed that the teacher should participate in the discussion and scaffold the necessary skills, otherwise the quality of the interaction would falter. However, some researchers have found that too much instructor intervention could decrease peer to peer interaction, as students could become too reliant on the instructor to answer questions or settle debates (Guldberg & Pilkington, 2007;
Paloff and Pratt, 2001). Majeski & Stover (2007) wrote:
Also, instructors should maintain a continuous presence in the classroom,
providing individualized and group feedback to students in the class participation Running head: Virtual Literature Circles: Best Practices 21
area. They should interact with students in a way that encourages students to
reflect on the readings and what they are learning from other students, elaborate
on comments posted by students, and pose thought-provoking questions that
encourage students to think further about an issue. (p. 177)
Thus, the research suggested that the teachers should provide guidance and feedback to students to support learning and encourage critical thinking.
Relatedness in an online environment.
Self Determination Theory (Deci & Ryan, 2000) suggested that a student’s feelings of connectedness play a primary role in motivation. Because of the fundamental loss of the face-to-face discussion element, it is critically important to establish a sense of community in a virtual learning environment. Researchers found that it was important to establish a sense of rapport and community prior to beginning with formal discussions
(Majeski & Stover, 2007; Salmon, 2000). Majeski (2007) suggested that teachers establish an informal introductory discussion prior to beginning discourse on deep cognitive questions and topics. Salmon (2000) suggested that teachers use “questions and topics that encourage discussions on social, personal, and reflective levels” in order to initiate discussion and build community amongst participants.
Once discussions begin, the teacher plays a primary role in facilitating an effective learning environment. Knowlton & Knowlton (2001) recommended that teachers rigorously establish guidelines for students to respond to classmates. These researchers suggested that the instructor clarify the scope and guidelines of the discussion, teach the characteristics of community citizenship, empower students through self-awareness, and enlist parents as educational partners (p. 42). Running head: Virtual Literature Circles: Best Practices 22
Majeski & Stover (2007) suggested that class participation was at the heart of learning. Because of this, teachers should encourage continuous participation in an online environment. Teachers should support students by offering specific and individualized feedback. They should also “provide immediacy to demonstrate presence in and online community” (p. 181)
Autonomy in an online environment.
Deci & Ryan (2000) also highlighted the need for autonomy in a motivating learning environment. In Harvey Daniels’ Literature Circles (2002), he stated that it is necessary to give students choice because the “deepest spirit of literature circles comes from independent reading” (p. 18) and that “for reading to become a lifelong habit and a deeply owned skill, it has to be voluntary” (p. 19). Lloyd (2004) corroborated Daniels’ assertion and also argued that giving students choice helped to increase their investment in reading.
This element of choice was also important in establishing the discussion groups.
Whittingham (2013) gave his students several choices when starting their literature circles. He allowed the groups to decide their reading schedule in order to take ownership of their learning. He found that the discussions flowed freely as students felt that they had greater freedom in learning (2013).
Competence in an online environment.
In order for students to feel motivated, they have to feel like they can be successful at the given task (Deci & Ryan, 2000). Because of this, it was necessary for the instructor to provide clear directions and expectations for students (Shana, 2009). Yu
(2009) and English (2007) suggested that lack of modeling and clear expectations will Running head: Virtual Literature Circles: Best Practices 23 lead to superficial responses or informal discussions. Majeski & Stover (2007) suggested that teachers create a detailed syllabus that outlines course expectations and assignments in order to provide structure and facilitate significant learning.
Clarke & Howladel (2007) found that in face-to-face discussions, students generally lack discussion skills and must be trained in order to gain competence. Yu
(2009) applied this idea to online discussions, and affirmed that students need to learn proper etiquette in a virtual environment. In order to address this need, the company
Albion created a resource book called Netiquette. In this resource, the authors offer insight into how users of the Internet can communicate effectively and appropriately with one another.
The use of role sheets.
Daniels’ original Literature Circle strategy used role sheets to engage in complex reading comprehension skills such as connecting, questioning, visualizing, and analyzing the text. In his own Virtual Literature Circle unit, Whittingham (2013) used role sheets to narrow the student filter for developing understanding. However, several researchers corroborated that the role sheets could be an encumbrance to learning. Wolsey (2004) found that students relied too heavily on role sheets and just gave out answers on the sheet rather than engaging in a natural discussion. Lloyd (2004) supported Wolsey’s findings and went further to suggest that students focus on Socratic Questioning instead.
He found that students who develop strong questions are engaging in many complex reading skills simultaneously.
Daniels (2002) admitted that the role sheets are optional in Literature Circles, as he says, "in some classrooms, the roles did become a hindrance, an obstacle, a drain" (p. Running head: Virtual Literature Circles: Best Practices 24
13). Therefore, the research suggested that use of role sheets can be left for the discretion of the teacher depending on the student population. Students with less experience in
Literature Circles could benefit from the scaffolding provided by the Role Sheets, whereas more experienced students may find that Socratic Questioning actually leads to higher-quality engagement and better facilitates critical thinking.
Depth of learning.
Hofmeister & Thomas (2001) found that although Virtual Literature Circles are found to be a motivating activity for students, they do not automatically lead to cognitive complexity, or deeper levels of thinking. The research showed that the teacher played a critical role in facilitating depth of learning (Andresen, 2009; Yu, 2009). Zhu (2006) says:
Higher levels of knowledge construction must be explicitly built into the
discussion assignment and nurtured by the instructor. More specifically, the
instructor’s discussion design is more important that any specific technology used
for the asynchronous discussion forum. Knowledge construction only occurs
because of careful planning: clear, well-defined, well-crafted questions and
discussion topics. Without such planning and subsequent guidance, only lower
levels of cognitive engagement will occur.
Several researchers have concluded that the presence of discussion transcripts on
Asynchronous Discussion Forums offers great instructional potential. These researchers suggested that instructors use discussion transcripts for mini-lessons to coach students
(Bowers-Campbell, 2011; Carico, Logan & Labbo, 2004; Larson, 2009). Carico, Logan
& Labbo (2004) suggested that teachers create opportunities for students to analyze the Running head: Virtual Literature Circles: Best Practices 25 discussion afterwards to engage in self-reflection. Bowers-Campbell (2011) believed that
Discussion Forums offer an “archive for students to re-engage with the conversation” (p.
562)
Hofmeister & Thomas (2001) found a gap in the previous research on Virtual
Literature Circles. He noted, “future studies of Virtual Literature Circles should focus on intervention strategies using carefully chosen question prompts in order utilize this emerging message board technology to increase student cognitive complexity” (p. 240).
Several researchers have answered this call and provided relevant strategies to increase the potential for critical thinking.
Knowlton & Knowlton (2001) recommended the use of Socratic Questioning and
Blooms Taxonomy in Literature Circles. Larson (2009) stated that students should construct their own prompts so that they can become “facilitators and participants” (p.
654). She also recommended that teachers post the initial question to model the process for students. The teacher can then guide them in creating effective prompts to generate discussion.
Assessment.
Several researchers advocated for formative feedback during the unit to facilitate effective discussions (Lamb, 2000; Majeski & Stover, 2007; Wolsey & Grisham, 2006).
However, little research existed regarding the best method for assessing discussion forums at the end of the unit. Andresen (2009) recognized the need for formal assessments, because “Though there are always learners who wish to participate in discussions, face-to-face or online, many learners need an incentive to participate in class discussions” (p. 252). However, he also noted the challenge in assessing the forums: Do Running head: Virtual Literature Circles: Best Practices 26 teachers look at the number of posts? The frequency of posting? The time logged on?
The quality of content? Andresen recommended data mining as a possible solution for assessment. He stated how the information gathered by computer analysis “may be used as the entire assessment of a learner’s participation in the asynchronous discussion forum or as a component of that assessment; alternatively, this information may be used to see if it is worth the time to further analyze actual transcripts of a learner’s participation” (p.
253). However, he also added that this strategy is likely too complex to understand for educators who are not trained in computer science.
Knowlton & Knowlton (2001) believed that the very nature of discussion forums place more responsibility on the learner than in a traditional learning environment. He suggested that “to invite students to be a responsible member of a classroom community during the discussion but then yank away the students' rights during assessment is disingenuous” (p. 50). Thus, he advocated for self-evaluation and peer-evaluation as the most authentic form of assessment. He also suggested that students nominate peers who made valuable contributions to the group for formal recognition from the teacher in order to support feelings of community.
Summary
The literature showed that learning is a social and collaborative activity. Daniels’ literature circle offered a structured academic discussion framework for use in face-to- face learning environments that is shown to have many social and academic benefits.
The growth of blended learning and online communication tools created new opportunities to extend classroom activities such as the literature circle to a virtual environment. The asynchronous discussion forum is one of many available online Running head: Virtual Literature Circles: Best Practices 27 communication tools where students can gain many of the social and academic benefits of a face-to-face discussion. However, the asynchronous discussion forum does offer unique benefits that are not found in the traditional classroom environment.
The purpose of this project was to create a handbook of best practices to support a
Virtual Literature Circle. This handbook used the principles of Self-Determination
Theory to create conditions that supported a positive student attitude towards learning in a blended learning environment. While it is clear that face-to-face academic discussions and dialogue are an essential part of effective pedagogy, the growth of technology-based learning provides teachers with more options and flexibility to better meet the needs of a new generation of learners. This project gathered best practices from the field in order to create a handbook that could be readily used by English-Language Arts teachers.
Running head: Virtual Literature Circles: Best Practices 28
Chapter Three: Methodology
The theoretical framework in chapter 2 revealed that academic conversation was an essential part of knowledge construction (Freire, 1968; Vygotsky, 1978). One significant tool that has been implemented in English-Language Arts classrooms to accomplish this goal was the Literature Circle, which was a structured academic discussion that allowed students to collaboratively analyze a text (Daniels, 2002). The
Literature Circle proved to be an effective strategy in creating social learning opportunities, but several researchers also noted its shortcomings (Clarke & Howladel,
2007; English, 2007; Larson, 2009; Wolsey, 2004; Yu, 2009). The growth of technology-based learning created new opportunities for teachers to meet the needs of a new generation of learners (Project Tomorrow, 2012). Online communication technology, including the Asynchronous Discussion Forum, enabled teachers to build on the strengths of the traditional Literature Circle while also creating unique benefits for learners, which included greater flexibility and autonomy, depth of learning, and stronger feelings of connectedness amongst learners (Carswell & Venkatesh, 2002; English, 2007;
Kassop, 2003; Larson, 2009; Yu, 2009). Thus, the new technology adapts the traditional
Literature Circle for use in an online environment. This strategy is referred to as the
Virtual Literature Circle (Whittingham, 2013).
While the Virtual Literature Circle has multiple benefits, the author of this study found that there was a lack of readily available resources for educators. The Project
Tomorrow (2012) study identified a significant need for teacher preparation and training with the new online tools. The purpose of this project was to create handbook of best Running head: Virtual Literature Circles: Best Practices 29 practices for Virtual Literature Circles. This resource could equip educators with useful strategies that could be immediately applied in the classroom.
The author created this project to promote alternative methods for promoting literacy in the classroom. The Literature Review in chapter 2 revealed that effective
Virtual Literature Circles build on the strengths of traditional Literature Circles while also creating unique motivational benefits for students. This resource will encourage teachers to implement online communication technology in the classroom as an option for improving the motivation and achievement of all students.
In this chapter, the author will describe the methodology of the project, including the format of the handbook, intended audience, and procedures for creating the handbook.
Format of the Handbook
The author created a handbook of best practices for Virtual Literature Circles.
The project design was guided by Self-Determination Theory (Deci & Ryan, 2000), which stated that students required autonomy, competence, and relatedness in a learning environment in order to remain motivated. The author created the handbook along with necessary handouts to illustrate the best practices. This project directly addressed the guiding questions because it justified the use of Virtual Literature Circles and showed teachers the specific ways that the strategy improved on the traditional Literature Circle strategy. It also gathered best practices from a wide body of research and presented them in a readily usable handbook for teachers.
The author developed the handbook to assist teachers in preparing for, facilitating, and assessing a Virtual Literature Circle. The handbook included 44 pages. The Running head: Virtual Literature Circles: Best Practices 30 handbook was organized to provide guidance for teachers in launching the Virtual
Literature Circle, facilitating the students’ work through it, and assessing their learning at its conclusion. Each phase of the unit included examples of best practice strategies drawn from the existing research. The sections included an overview of the strategies as well as several handouts that illustrated each strategy.
Intended Audience
The author is a teacher in a North County San Diego school district that was a recipient of the Enhancing Education Through Technology (EETT) grant from the
California Department of Education in 2009. The purpose of the grant was to help students become “better writers, increase their motivation to write, and to gain critical
21st century literacy skills” through the implementation of technology in the English-
Language Arts class (San Marcos Unified School District, 2009). As a result of the grant, the middle schools and high schools gained access to a well-developed technological infrastructure that includes several class sets of wireless net book carts. Because of the additional resources, English-Language Arts teachers within the district have the potential to integrate technology into the curriculum.
The target audience for this project is current high school English-Language Arts teachers who wish to update their teaching strategies to include more technology. Many researchers noted the need for teacher training in order to effectively use technology in the classroom (Hofmeister & Thomas, 2001; Project Tomorrow, 2012; Shana, 2009).
The Speak Up Survey (2012) administered by Project Tomorrow indicated that many veteran teachers did not yet feel comfortable implementing technology in the classroom Running head: Virtual Literature Circles: Best Practices 31
(Project Tomorrow). This project is intended to fill this need, as it will provide teachers with a resource that can be implemented in any English-Language Arts class.
Procedures Taken to Create the Handbook
The following are the steps that the author took to complete the handbook:
Step 1:
The author began by researching both traditional face-to-face Literature Circles and Asynchronous Discussion Forums to determine themes and trends. Based on the data, the author gathered a list of best practices that were recommended by multiple research articles. The author clustered these strategies into themes and began organizing the handbook.
Step 2:
The handbook was organized as follows:
• Introduction
• Best Practices: Beginning of the Unit
• Best Practices: Through the Unit
• Best Practice: Closing
The handbook was organized into this format in order to create an ease of use for teachers. The Introduction to the unit included the background, context, theoretical framework, and Literature Review for the project. The structure of this Introduction was based on Clarke & Howladel’s (2007) journal article, which provided background and context prior to providing best practice strategies. The inclusion of the Literature Review was based on Coffey’s (2012) journal article, which provided a thorough overview of the topic. This sort of organization was optimal for this resource, as it gave readers a general Running head: Virtual Literature Circles: Best Practices 32 understanding of the development of Virtual Literature Circles so that they were better prepared to access the strategies.
This structure of the handbook was based on Harvey Daniels’ (2002) Literature
Circles, which served as the foundational text for this entire project. Harvey’s book was organized chronologically in order to guide teachers through the implementation of the
Literature Circle. By using this structure, the author of the handbook was able to synthesize a wide body of best practices into an efficient and accessible format.
Step 3:
` The author created a draft of the handbook. The handbook included an
Introduction and Best Practices for use during the beginning, middle, and end of the unit.
The following were the material in each section of the handbook:
Introduction.
In this section, the author gave the reader a brief overview of the Literature
Review in chapter 2. This included the Theoretical Framework, a rationale for Literature
Circles, challenges found in traditional literature circles, an overview of technology’s impact on education, and a rationale for use of Asynchronous Discussion Forums in the
Virtual Literature Circle. The introduction provided background and context for the project and informed readers about the benefits of Virtual Literature Circles and how they could enhance their classrooms.
Best practices: beginning.
This section of the handbook shared best practices that teachers should implement at the beginning of the unit. The section included how to choose texts, how to set up groups, how to prepare students for the unit, and other related information. Several best Running head: Virtual Literature Circles: Best Practices 33 practices in this section indicated a need for autonomy and choice in the setup of the group (Daniels, 2002; Deci &Ryan, 2000; Lloyd, 2004). Researchers also noted that teachers needed to establish clear guidelines and instructions prior to starting the unit
(Knowlton & Knowlton, 2001; Majeski & Stover, 2007 Shana, 2009). The section also included seven handouts that could be used by teachers: a sample reading list, a letter to parents, a book selection organizer, introduction post instructions, a Virtual Literature
Circle student schedule, Virtual Literature Circle instructions, and digital citizenship guidelines. This section provided readers with knowledge and resources to create the foundation for an effective online learning environment.
Best practices: through.
This section of the handbook guided teachers as they facilitated the Virtual
Literature Circle during the unit. This section included best practices regarding how to facilitate depth and complexity and how to support and encourage students during the unit. The research specified that teachers needed to facilitate and mediate the discussion while still maintaining a student-centered learning environment (Andresen, 2009;
Guldberg and Pilkington, 2007; Whittingham, 2013; Wolsey & Grisham, 2006). The research also suggested that teachers needed to provide clear expectations, modeling, and support in order to maintain an effective Virtual Literature Circle (Andresen, 2009;
English, 2007; Lamb, 2000; Yu, 2009; Zhu, 2006). This section included four handouts for teachers: how students should create their questions, guidelines for students, specific and individualized feedback, and an example student discussion. This section provided readers with resources for scaffolding the desired skills as well as strategies to support students with challenges during the unit. Running head: Virtual Literature Circles: Best Practices 34
Best practices: closing.
In this section, the author shared best practices regarding assessing the Virtual
Literature Circle. The research suggested that self-evaluation and peer-evaluation on a standard rubric would foster student autonomy and motivation (Knowlton & Knowlton,
2001). This section included two handouts: a self-evaluation and peer-evaluation rubric, and self-evaluation and peer-evaluation instructions. This section provided readers with a rationale for self-assessment and peer assessment and argued how these strategies would help to maintain an autonomous learning environment and encourage reflective thinking from students.
Summary
This chapter discussed the format of the handbook, intended audience, and procedures taken to create the handbook. The author also provided background and context, and explained the rationale behind the handbook. This chapter discussed the specific sections of the handbook and included information about the best practices that were detailed in each section. In the next chapter, the author will include the handbook that was created for this project.
Running head: Virtual Literature Circles: Best Practices 35
Chapter Four: Virtual Literature Circles: Best Practices for Teachers
Running head: Virtual Literature Circles: Best Practices 36
Table of Contents
Introduction………………………………………………………………………...... 3
Best Practices………………………………………………………………….………… 5
Beginning
Choosing Texts………………………………………………………………………...... 5
Figure1: Sample Reading List…………………………………………………...……..…9
Figure 2: Sample Letter to Parents….…………………………………………………...11
Figure 3: Student Book Selection………………………………………………………..12
Before the Literature Circle…………………………………………………………...... 13
Figure 4: Instructions for students……………………………………………………….14
Setting Clear Expectations……………………..…………………………………...... 15
Figure 5: Virtual Literature Circle Student Schedule……………………………………17
Figure 6: Virtual Literature Circle Instructions………………………………………….20
Digital Citizenship……………………………………………………………………….22
Figure 7: Digital Citizenship Guidelines………………………………………………...23
The Use of Role Sheets……………………………………………………………...... 25
Through
Student-Constructed Prompts: Depth and Complexity…………………………………27
Figure 8: Creating Your Question…………………………………………………….…29 Running head: Virtual Literature Circles: Best Practices 37
Responding to Classmates….……………………………………………………………32
Figure 9: Guidelines for Students………………………………………………….…… 33
The Teacher’s Role………………………………………………………………………34
Figure 10: Specific and Individualized Feedback……………………………..…………36
Analyzing the Discussion Transcript………………………………………….………..37
Figure 11: Example Student Discussion…………………………………………………38
Closing:
Assessment………………………………………………………………………...……..40
Figure 12: Student Self-Evaluation and Peer Evaluation Rubric………………………...42
Figure 13: Self-Evaluation and Peer Evaluation Instructions………………...………….43
Running head: Virtual Literature Circles: Best Practices 38
Introduction
Several years ago, the author’s district gained access to an abundance of technology that included multiple mobile carts with class sets of netbooks. These were implemented in English-Language Arts classrooms across the district, and teachers were given training on how to use the new tools. While there were definite advantages to having access to more technology, some teachers were still unclear about why to use it.
In what ways did it make our instruction better? How would it specifically benefit students to do an assignment with the aid of technology vs. the traditional pen and paper route?
Some veteran teachers had attempted to implement technology in the classroom but eventually returned to their tried-and-true methods. Were we using technology just for the sake of it because we got some fancy new tools for the classroom?
I began reflecting about technology and its implications for my own classroom. I decided to explore this further for my Masters project. One of my primary guiding questions was: In what ways can online instruction be more effective than face-to-face instruction? (Carswell & Venkatesh, 2002). This was a necessary question for me to explore in order to justify the strategic implementation of technology in my own classroom.
As I started researching the topic, I noticed that technology created unique opportunities for collaboration. I considered my own classroom and tried to find ways to adapt some of my existing pedagogy to an online environment. I decided to explore ways to create a Virtual Literature Circle. However, I needed to justify moving from a traditional face-to-face activity to an online activity. I considered the question: What are Running head: Virtual Literature Circles: Best Practices 39 some shortcomings of face-to-face literature circles, and how can online message boards address this? In researching this question, I found that there were several ways that
Virtual Literature Circles could improve the traditional Literature Circle.
Once I had found a rationale for creating a Virtual Literature Circle, I decided to compile specific best practices into a single resource. I researched and gathered these strategies and then created specific handouts to illustrate the concepts. I hope that teachers can use these strategies to improve their own classrooms.
The best practices found in this guidebook are also rooted in Deci & Ryan’s Self-
Determination Theory (2000). This theory suggests that students feel more motivated in a learning environment that cultivates autonomy, relatedness, and competence. This
Virtual Literature Circle guidebook suggests best practices that have been gathered from a wide body of research while also showing teachers how to implement them in a learning environment that creates opportunities for Self-Determination.
Running head: Virtual Literature Circles: Best Practices 40
Best Practices
While the research shows that Virtual Literature Circles can be an effective way to increase student motivation and achievement (Beeghly, 2005; Bowers-Campbell,
2011; Larson, 2009), many teachers are unfamiliar with using online communication technology in the classroom and do not feel comfortable with its implementation (Project
Tomorrow, 2012).
The purpose of this guide is to provide teachers with best practices on how to implement Virtual Literature Circles effectively in the classroom. This guidebook will help teachers who are already familiar with traditional Literature Circles to transition to
Virtual Literature Circles. It will also provide a foundation for teachers who are entirely new to the strategy.
I have compiled best practices from a large body of research from areas of focus that include Literature Circles, Distance Learning, Asynchronous Discussion Forums, and
Virtual Literature Circles. I have also included example worksheets and handouts to illustrate many of the best practices.
Beginning
Although Virtual Circles can occur entirely online, this may be a staggering challenge for teachers and students who have never participated in distance learning. It is advisable that teachers establish the guidelines and expectations for the unit in person before transitioning to the online discussions (Bullmaster-Day, 2011).
Choosing texts. Running head: Virtual Literature Circles: Best Practices 41
In his guidebook on Literature Circles, Harvey Daniels states, “for reading to become a lifelong habit and a deeply owned skill, it has to be voluntary” (Daniels, 2002, p. 19). This element of choice separates Literature Circles from traditional reading instruction. One of the distinct advantages of the Literature Circle is the student’s ability to choose his or her own text. Research shows that students become more motivated when they have a sense of autonomy in the classroom (Deci & Ryan, 2000). Giving students choice in the Literature Circle helps to increase their investment in reading
(Lloyd, 2004).
Prior to starting the Literature Circle, the teacher should select several book options for students. These should be titles that the teacher is familiar with. Teachers should consider several factors when deciding on these books: Is the book compelling?
Will it prompt discussion? Does it have rich and interesting themes? Is it a manageable length? Teachers should also consider which books they already in their classroom library and which are available through the school or public library (Campbell-Hill,
Schlick-Noe & Johnson, 2009).
Another option is to allow students to choose their own books. While the traditional Literature Circle allows students to choose from a preselected list of books, some teachers are expanding the options and allowing students to select books of their choice in order to promote a lifelong love of reading. These are not limited to the teacher’s selections of literary canon or books from the district curriculum, but can also include popular and contemporary fiction (Rich, 2009). Limiting the scope of texts gives teachers more control of the Literature Circle, but allowing students to choose any text grants them more autonomy and freedom. However, students cannot have complete Running head: Virtual Literature Circles: Best Practices 42 freedom in choosing a text. If teachers allow students to choose a book that is not on the predetermined list, there must be enough interest in the text so that students can still form a Literature Circle group with 4-5 classmates. Majeski & Stover (2007) recommended that this was the optimal size of groups to encourage participation and sharing of responsibility.
Teachers who decide to allow students to select their own books should be aware that some of the literature might have mature themes or language. It is advisable to send a permission slip home prior to the beginning of the unit so that parents can be well- informed (see Figure 2 below). Enlisting parents as educational partners will increase the effectiveness of the unit (Knowlton & Knowlton, 2001, p. 42).
While students should have choice in deciding on their book, it needs to be an informed decision. It is very important that a student chooses a book that is suitable for his or her current level. Vygotsky’s Zone of Proximal Development (1978) suggests that optimal learning occurs when a student is faced with a task that is slightly above his or her current level of mastery. This is also further supported by Self-Determination
Theory, which suggests that students will feel motivated when they feel like they can be competent or successful at a task (Deci & Ryan, 2000). If students choose a text that is too challenging, they may feel unmotivated to continue with the reading as the unit progresses. Teachers may wish to include Lexile scores along with the book choices so that students can make a wiser decision when choosing a text.
The author compiled an example book list in Figure 1 (below). The list contains a wide variety of texts that contains titles from the literary canon, contemporary fiction, Running head: Virtual Literature Circles: Best Practices 43 and other high-interest texts. The list below includes primarily fiction texts, but teachers may also use non-fiction texts if desired.
Students should be given the book list several weeks before the unit so that they can research the texts. Prior to the unit, Daniels recommends that teachers have copies of the books in class as part of a formal “book talk” lesson where the students can spend some time previewing the texts (Daniels & Steineke, 2004). The author of this handbook also recommends that students research titles on online review sites such as goodreads.com in order to make a more informed decision. Students may not be familiar with this resource, so it is advisable that the teacher models this process for students.
Students should select three options that they would be interested in reading and submit this to teachers so that they can form groups with about 4-5 students per group
(see Figure 3).
Running head: Virtual Literature Circles: Best Practices 44
Figure 1: Sample Reading List
Title Author Total Number of Lexile Level
Pages
The Great Gatsby F. Scott Fitzgerald 180 1070L
Lord of the Flies William Golding 208 770L
The Kite Runner Khaled Hosseini 372 840L
A Clockwork Anthony Burgess 176 1310L
Orange
1984 George Orwell 266 1090L
Siddartha Herman Hesse 152 1010L
The Alchemist Paulo Coehlo 163 910L
Catcher in the Rye J.D. Salinger 224 790L
Shadow of the Wind Carlos Ruiz Zafon 565 not available
Ready Player One Ernest Cline 384 not available
The Hunger Games Suzanne Collins 374 810L
Ender’s Game Orson Scott Card 352 780L
The Book Thief Markus Zusak 560 730L
Gates of Fire Steven Pressfield 400 not available
The Hobbit JRR Tolkien 330 1000L
Catch-22 Joseph Heller 464 1140L
Things Fall Apart Chinua Achebe 224 890L
Into the Wild Jon Krakauer 207 1270L
On the Road Jack Kerouac 352 930L Running head: Virtual Literature Circles: Best Practices 45
The Things They Tim O’Brien 288 880L
Carried
The Road Cormac McCarthy 304 670L
The Color Purple Alice Walker 256 670L
Fahrenheit 451 Ray Bradbury 256 890L
The Bluest Eye Toni Morrison 224 920L
East of Eden John Steinbeck 601 700L
One Hundred Years Gabriel Garcia 432 1410L of Solitude Marquez
A Confederacy of John Kennedy 416 800L
Dunces Toole
The Woman Maxine Hong 224 880L
Warrior Kingston
Never Let Me Go Kazuo Ishiguro 288 930L
The Power of One Bryce Courtenay 544 1080L
The House on Sandra Cisneros 144 870L
Mango Street
Night Elie Weisel 128 590L
Life of Pi Yann Martel 356 830L
The God of Small Arundhati Roy 321 840L
Things
The Namesake Jhumpa Lahiri 291 1210L Running head: Virtual Literature Circles: Best Practices 46
The Brief Wondrous Junot Diaz 335 1010L
Life of Oscar Wao
Neuromancer William Gibson 271 790L
The Perks of Being Stephen Chbosky 256 720L a Wallflower
The Lovely Bones Alice Sebold 328 890L
World War Z Max Brooks 342 960L
Always Running Luis Rodriguez 288 870L
The Help Kathryn Sockett 464 730L
Everything is Jonathan Safran 288 950L
Illuminated Foer
American Gods Neil Gaiman 480 not available
What is the What Dave Eggers 475 not available
Slaughterhouse Five Kurt Vonnegut 224 850L
The Boy in the John Boyne 215 1080L
Striped Pajamas
Running head: Virtual Literature Circles: Best Practices 47
Figure 2: Sample Letter to Parents:
Dear Parents,
Your student will be participating in a Virtual Literature Circle unit. Students will be reading a book of their choice along with a small group of classmates while engaging in online activities to support their comprehension of the text.
The goal of the unit is to allow students to apply the skills developed in this class to books of their choice. Be advised that some of the novels that students are interested in reading may have mature themes or language. Your student wishes to read:______by ______. Please review this title and decide whether or not you are comfortable with this book. Please contact me at
______if you have any questions.
Sincerely,
Your name
Check one:
I will allow my student to read the chosen book.
I would prefer if my student chose a different book.
X______
Signature
Running head: Virtual Literature Circles: Best Practices 48
Figure 3: Student Book Selection
Directions: Select 3 titles that you would be interested in reading for the Virtual
Literature Circle unit.
You may select a book that is not on the pre-approved list if:
a) It is approved by your teacher
b) It is approved by your parents (see Figure 2 signature sheet)
c) You have at least 3-4 other classmates who get parental permission and wish to
read the book
Book Title Author Total Number of Lexile Level
Pages
1.
2.
3.
Running head: Virtual Literature Circles: Best Practices 49
Before the Literature Circle
The Virtual Literature Circle changes the dynamic of student interaction. Self
Determination Theory (Deci & Ryan, 2000) suggests that a student’s feelings of connectedness play a primary role in motivation. Because of the fundamental loss of the face-to-face discussion element, it is critically important to establish a sense of community in a virtual learning environment (Majeski & Stover, 2007; Salmon, 2000).
Before beginning a Virtual Literature Circle unit, a teacher should first engage students in an informal discussion so that students can get familiar with the online tools and also begin to build connections with each other. These discussions should be social in nature - the teacher can have students discuss topics like their hobbies, interests, favorite books or movies, or other similar topics (Majeski & Stover, 2007).
The handout below includes sample instructions for students as well as example prompts to use in the initial discussion.
Running head: Virtual Literature Circles: Best Practices 50
Figure 4:
Instructions for Students:
As part of this unit, you will be communicating with your classmates on an online message board. Before the unit, I want you to get comfortable with the online tools and also get a chance to get to know more about your classmates. Respond to my prompt.
Read through your classmates’ responses and choose at least 2 classmates to comment on.
Example Prompts:
1. Introduce yourself. Share your hobbies, interests, or any interesting facts about yourself.
2. Introduce yourself. Share your goals for this class.
3. Introduce yourself. Share your favorite book of all time. Explain why you enjoy it so much.
Running head: Virtual Literature Circles: Best Practices 51
Reading Schedule
In a traditional Literature Circle, students have a predetermined physical meeting date in class. However, the Virtual Literature Circle allows for greater flexibility: students can complete their task at any time prior to the agreed-upon due date and interact with members throughout the week at their own leisure. This is a great advantage of
Virtual Literature Circles. Students do not need to be in the same place and do not even need to interact at the same time due to the support of the online communication tools.
Teachers should decide on the length of the unit and determine how many online meetings they would like students to have. They should also decide the length of time between meetings. The example below in figure 5 shows a Literature Circle with four online meetings with one month between each meeting. Teachers can adjust the handout to fit their own desired schedule. The length of the unit can be adjusted depending on the length of the texts selected and the grade level of the students. Students must be given sufficient time to read the text and respond to classmates. If the Virtual Literature Circle is added in addition to your core novel reading and other curriculum, teachers should also adjust the time between meetings to account for the additional workload so that students do not become overwhelmed.
Once teachers have determined the length and scope of the unit, students should have a hand in forming their own reading schedule and setting up the Virtual Literature
Circle (Whittingham, 2013). Because of the asynchronous nature of the Virtual
Literature Circle, students are not limited to a specific time frame and can negotiate their own expectations for posting deadlines and follow-up responses. Giving students greater Running head: Virtual Literature Circles: Best Practices 52 freedom will increase their level of autonomy (Deci & Ryan, 2000) and allow them to take ownership of their learning (Whittingham, 2013).
Running head: Virtual Literature Circles: Best Practices 53
Figure 5: Virtual Literature Circle Organizer
Virtual Literature Circle: Student Schedule
Overview: As part of your Virtual Literature Circle, you will be completing assignments and meeting online with a group every month. Be sure to complete your reading and assignments so that you can be a valuable member of your group.
Group Members and Contact Information:
Students should agree on dates and deadlines for the group.
Example of completed student organizer:
Meeting Pages to have read Post Your Own Respond to Group
Question Members at least 4 times
*Firm deadline *Student-decided deadline.
from teacher Must occur prior to next
meeting date.
1 finish chapter 4 (pg 70) September 14th October 1st
2 finish chapter 9 (pg 162) October 14th November 1st Running head: Virtual Literature Circles: Best Practices 54
3 finish chapter 15 (pg 215) November 14th December 1st
4 finish entire book December 14th January 1st
Running head: Virtual Literature Circles: Best Practices 55
Setting Clear Expectations
The Virtual Literature Circle may be challenging to set up initially, but this phase is critical in establishing an effective unit. Students are given a greater level of autonomy during this unit, but they must also be given clear directions and expectations in order to be successful (Shana, 2009). For many students, this sort of learning environment might be entirely new and unfamiliar. Because of this, it is necessary to clarify the scope and guidelines of the discussion (Knowlton & Knowlton, 2001. pg. 42). It will be helpful to clarify unit expectations in order to provide structure and facilitate learning (Majeski &
Stover, 2007).
The handout below includes Common Core standards that will be implemented during the unit, an overview of the unit, and a step-by-step guide for students to follow.
This resource helps to establish clear expectations and ensure that students become familiar with the guidelines and procedures for the unit so that they can meet the desired learning goals.
Running head: Virtual Literature Circles: Best Practices 56
Figure 6: Virtual Literature Circles: Instructions
Students will be…
• Reading and comprehending complex literary texts independently and proficiently
(RL 9-10.10)
• Reading closely to determine what the text says explicitly to make logical
inferences from it; citing specific textual evidence when writing to support
conclusions drawn from the text (RL.9-10.1)
• Analyzing how and why individuals, events, and ideas develop and interact over
the course of a text (RL.9-10.3)
• Using technology, including the Internet, to produce and publish writing and to
interact and collaborate with others (W.9-10.6)
• Preparing for and participating effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively (SL.9-10.1)
Overview: During this unit, you will be reading a novel outside of class and working with a small group of your classmates to understand the text. This unit will be unique because much of the work will occur online, and you will have flexible due dates. While this does offer more convenience and freedom, it will also require more independence and responsibility from you as a learner. Your classmates are depending on you to fulfill your obligation to the group by supporting them in understanding the text. Running head: Virtual Literature Circles: Best Practices 57
You have already met with your group to agree on due dates for reading and posting. Please pay attention to these dates and check in with your group on a regular basis on the Virtual Literature Circle discussion forum.
You will be expected to read the novel in its entirety while applying your literary analysis skills. As you read, you will explore ideas with your group members during your online discussion. Follow the steps below as you read your book:
Instructions:
Step 1:
Complete your reading before the scheduled meeting. Pay attention to any significant literary elements as you read: themes, symbols, motifs, figurative language, character development, conflicts, etc. Save significant passages so that you can refer to them during your discussion. We will be working on these skills in class, and this will be a great opportunity to apply what you are learning.
Step 2a: (if using role sheets)
Complete your assigned role prior to the scheduled date. Post in the forum
Step 2b: (if no role sheets)
Post your discussion question in the forum prior to the scheduled date. Be sure to follow the guidelines and format on the rubric.
Step 3:
Revisit your initial post (from step 2) and respond to each group member directly.
Read each of your group members’ questions. Respond to each group member several times throughout the next two weeks. Be sure to check the discussion forum every few days to give your feedback and input. Running head: Virtual Literature Circles: Best Practices 58
Remember to include specific references to the text and to support your claims with relevant evidence.
Step 4:
Finish the reading for the next section of your book. Return to step 1 and repeat until the end of the unit.
Running head: Virtual Literature Circles: Best Practices 59
Digital Citizenship
Although many students today are digital natives who are proficient at using technology in their everyday lives for social purposes (Prensky, 2004), they nevertheless need support in using online communication technologies for academic purposes (Yu,
2009). Students must be taught proper etiquette and community citizenship in order to communicate effectively in an online environment (Knowlton & Knowlton, 2001, p. 42).
While students should use academic language and standard language conventions in most situations, the strategic use of emoticons (for example , ) and images can help to communicate messages more effectively in an electronic environment (Larson, 2009).
Teachers may wish to implement this with discretion.
The handout below provides an overview of online etiquette and expectations for students.
Running head: Virtual Literature Circles: Best Practices 60
Figure 7: Digital Citizenship Guidelines
Distance conveys a degree of anonymity, and as a result, many people feel less inhibited in online situations than in their everyday lives. This lessening of inhibitions sometimes leads people to drop their normal standards of decorum when communicating online.
Become familiar with the following guidelines regarding both online discussions and email messages.
. Use appropriate language. Excessive use of “chat” or “text message”
jargon is not acceptable for Virtual Literature Circle discussions
. Address your classmates by name.
. Read existing follow-up postings and do not repeat what has already been
said.
. Inappropriate and/or offensive language, especially comments that might
be construed as racist or sexist, are not appropriate.
. Be careful with humor and sarcasm. It is easy to misinterpret messages
online. You don’t want to accidentally offend a classmate.
. Do not use all caps in an online environment. Using all caps is considered
SHOUTING.
. Use proper spelling, capitalization, grammar, usage, and punctuation.
Utilize the Spell Check feature.
. Remember that there are other human beings reading your postings, so
treat everyone with respect. Do not post anything you wouldn’t be willing
to communicate face to face. Running head: Virtual Literature Circles: Best Practices 61 adapted from: http://homepages.se.edu/online-learning/technology/communication- netiquette/
Running head: Virtual Literature Circles: Best Practices 62
The Use of Role Sheets
Student Role sheets are scaffolding tools that give each student a specific focus for the discussion. Students with less experience in Literature Circles could benefit from the scaffolding provided by the Role Sheets, whereas more experienced students may find them limiting. Daniels (2002) admits that role sheets are optional in Literature
Circles, as "in some classrooms, the roles did become a hindrance, an obstacle, [and] a drain" (p. 13). Therefore, the research suggests that use of role sheets can be left for the discretion of the teacher depending on the student population.
Rationale for Role Sheets Rationale against Role Sheets
Scaffold complex skills such as connecting, Students rely too heavily on role sheets and questioning, visualizing, and analyzing the just give answers instead of engaging in a text (Daniels, 2002). natural discussion (Wolsey, 2004).
Narrow the student filter for developing Socratic questioning leads to higher-quality understanding. Students do not become engagement and facilitates critical thinking overwhelmed by doing several tasks (Lloyd, 2004) simultaneously (Whittingham, 2013).
More advanced students who can develop
high-level discussion questions can engage
in many complex literacy tasks Running head: Virtual Literature Circles: Best Practices 63
simultaneously (Lloyd, 2004).
For more information on Role Sheets, please consult Harvey Daniels’ Literature Circles.
Running head: Virtual Literature Circles: Best Practices 64
Through
Student-Constructed Prompts: Promoting Depth and Complexity
While the structure and format of Virtual Literature Circles does promote social learning, it does not automatically lead to cognitive complexity and critical thinking
(Hofmeister & Thomas, 2001). Teachers must model these skills for students (Lamb,
2000). Lack of modeling and clear expectations can lead to superficial responses or informal discussions (Andresen, 2009; English, 2007; Yu, 2009). Zhu (2006) says:
Higher levels of knowledge construction must be explicitly built into the
discussion assignment and nurtured by the instructor. More specifically, the
instructor’s discussion design is more important that any specific technology used
for the asynchronous discussion forum. Knowledge construction only occurs
because of careful planning: clear, well-defined, well-crafted questions and
discussion topics. Without such planning and subsequent guidance, only lower
levels of cognitive engagement will occur.
Knowlton & Knowlton (2001) recommended that teachers use Socratic
Questioning and Bloom’s Taxonomy in Literature Circles. Larson (2009) recommended that teachers post an initial question to model the process for students in order to guide them in creating effective prompts to generate discussion. When students create effective prompts, they become both “facilitators and participants” in the learning process (Larson,
2009, pg. 654).
The following handout provides guidelines for student-constructed prompts. It also provides model questions for each level of Bloom’s Taxonomy based on the same Running head: Virtual Literature Circles: Best Practices 65 passage.
Running head: Virtual Literature Circles: Best Practices 66
Figure 8: Creating Your Question
Overview:
1. Find a compelling passage or quotation from assigned section of your novel.
2. Develop a high level, open-ended discussion question. Be sure to frame the question with context, background, and other relevant information.
3. Use the questions below to help you strengthen your initial post.
Is your question...
Clear?
Are you asking a direct and clear question? Is your question grammatically correct?
Text-Based?
Is your quote based on a specific passage from the text? Have you included the text for your group’s reference?
Contextualized?
Have you effectively explained the background and the situation that leads up to your question? Could someone who hasn’t read your book understand what you are asking?
Literary?
Have you identified the specific literary elements at work beneath the surface of your text?
Compelling?
Does your question interest your reader? Does it look at the text from a unique or interesting angle? Will exploration of your question reveal some key insight into your novel? Running head: Virtual Literature Circles: Best Practices 67
High Level?
Does your question engage higher-level thinking processes? Analysis? Evaluation?
Synthesis?
Example:
“The fair boy stopped and jerked his stockings with an automatic gesture that made the jungle seem for a moment like the Home Counties” (Golding, 2006, pg. 7)
Bloom’s Example Question
Taxonomy
Level 1: Example:
Knowledge or The author suggests that the boy is from the “Home Counties.”
Comprehension What place do you think he is referring to?
→ This question has a pretty basic and straightforward answer.
After one student correctly identifies the answer, there is little
opportunity for further discussion. Running head: Virtual Literature Circles: Best Practices 68
Level 2: Example:
Application or The author seems to avoid revealing the character’s name at the
Analysis beginning of the novel. Why does he withhold this information from
the reader? How does this affect the boy’s characterization?
→ This question requires actual interpretation of the passage. The
creator of the question noticed a pattern in the text and used it to
craft this question. The student considers the author’s purpose and
intention in creating this passage. This student also connected the
question to a specific literary device: characterization. Students in
this group could offer multiple interpretations of the passage based
on the question provided. Running head: Virtual Literature Circles: Best Practices 69
Level 3: Example:
Synthesis or The author calls attention to the boy’s stockings and how he jerked
Evaluation them “with an automatic gesture.” Why does the character need to
fix his stockings in the jungle? What was this gesture so
“automatic”? How might this character slowly change now that he
is placed in a new environment where he doesn’t need to worry
about social standards?
→ This question also requires strong interpretation of the passage.
The question breaks down the specific diction in the passage and
asks students to consider the implications of this word choice. It
also starts to implicitly suggest connections to several potential
literary devices: symbolism, characterization, character
development, and theme. This question offers great opportunity for
a rich literary discussion amongst the group members.
Running head: Virtual Literature Circles: Best Practices 70
Responding to Classmates
After students have posted their initial question, group members should go back and respond to classmates. Although the goal of Literature Circles is for students to have a “natural and sophisticated discussion of literature” (Daniels, 2002, p. 100), this oftentimes does not happen without guidance. A teacher must rigorously establish guidelines for students to respond to classmates prior to the discussion (Knowlton &
Knowlton, 2001). Teachers must encourage continuous participation in order to create an effective learning environment (Majeski & Stover, 2007)
Running head: Virtual Literature Circles: Best Practices 71
Figure 9: Guidelines for Students
Student Responsibilities:
• Check the Virtual Literature Circle discussion board several times this week.
Respond to your classmates 4 or more times spread out over the course of the
week.
• Go back to your initial question as you check the discussion board. Respond
individually to each group member and acknowledge his or her contributions to
the discussion.
Remember:
• Always reference the text and provide evidence for your claims.
• Interact positively with your group members. Provide encouragement and
feedback to your classmates. Acknowledge classmates who provide especially
insightful or creative ideas.
• Ask clarifying questions if you are unsure what a group member is saying.
• Read each discussion topic and the existing responses carefully before you create
your response. Try to show awareness of what has already been said. Connect
your ideas to those of your group members and keep the discussion moving
forward.
Running head: Virtual Literature Circles: Best Practices 72
The Teacher’s Role: Facilitator and Mediator
Effective literature circles require the teacher to step back from his or her typical role and to serve as a facilitator or mediator in order to promote a student-centered
Virtual Literature Circle (Andresen, 2009; Guldberg & Pilkington, 2007; Whittingham,
2013;Wosley & Grisham, 2006). A teacher should be an active participant in the discussion group (Lamb, 2000; Wosley & Grisham, 2006) while encouraging students and giving constructive feedback (Lamb, 2000). When moderating student discussions, teachers should ensure accuracy, diversify problem-solving strategies, model appropriate participation, and supplement discussions with resources (Knowlton & Knowlton, 2001).
The research suggests that the teachers should provide guidance and feedback to students to support learning and encourage critical thinking. Majeski & Stover (2007) write:
Instructors should maintain a continuous presence in the classroom, providing
individualized and group feedback to students in the class participation area. They
should interact with students in a way that encourages students to reflect on the
readings and what they are learning from other students, elaborate on comments
posted by students, and pose thought-provoking questions that encourage students
to think further about an issue. (p. 177)
Teachers should support students by offering specific and individualized feedback
(Majeski & Stover, 2007). It is essential to give support when student struggle (Lamb,
2000). Teachers should check and moderate the Virtual Literature Circles on a daily basis to “provide immediacy to demonstrate presence in and online community” (Majeski
& Stover, 2007, p. 181). Running head: Virtual Literature Circles: Best Practices 73
However, researchers caution that too much teacher intervention can decrease student involvement. Students may become too reliant on the teacher to answer questions or settle debates, reverting back to the old teacher-centered model rather than student- centered (Guldberg & Pilkington, 2007; Paloff & Pratt, 2001).
Running head: Virtual Literature Circles: Best Practices 74
Figure 10: Specific and Individualized Feedback
Examples of teacher responses within a Virtual Literature Circle discussion:
Instructional Situation Example of Specific and Individualized Feedback
Student posts confusing “______, I see what you are trying to say, but I think question that the way you have phrased it is a bit unclear. Can
you specify what you are asking?”
Student does not provide “______, great point. But is there some textual evidence for his or her claim evidence that you can share in order to show the
validity of your claim?”
Student makes an excellent “______, very interesting observation. The way you point connected the character’s motivation to his past
struggle was very insightful.”
Student is following expected “______, I really like how you are acknowledging behaviors and responding to each of your group members’ ideas and keeping the classmates effectively conversation moving. Your discussion has developed
in such an interesting way because of the feedback you
are giving to your classmates.” Running head: Virtual Literature Circles: Best Practices 75
A group is engaging in a “Great ideas, group. I really like _____’s question productive discussion about _____. The way that ______pointed out
______was very interesting and helped the group to
understand the author’s themes much more clearly.
_____’s contribution of the perfect quote from the text
also really helped to illustrate the point he/she was
trying to make.”
A group is in need of a “Students, take a look at this link:______. You will resource find information about ______that should help you
understand this topic.”
Running head: Virtual Literature Circles: Best Practices 76
Analyzing the Transcript
One of the benefits of the Virtual Literature Circle is the presence of discussion transcripts. Bowers-Campbell (2011) believes that Discussion Forums offer an “archive for students to re-engage with the conversation” (p. 562). Thus, these transcripts should be used for mini-lessons to coach students and encourage self-reflection (Bowers-
Campbell, 2011;Carico, Logan & Labbo, 2004; Larson, 2009).
Teachers can have students analyze the transcripts of their own discussions and score them according to the rubric that you will use at the end of the unit. This will allow the class to see examples of strong contributions to the discussion as well as weak contributions in an effort to constantly improve throughout the unit.
Below is an example of an actual student discussion transcript. The student names have been removed, but the posts have not been edited for grammar or spelling.
Running head: Virtual Literature Circles: Best Practices 77
Figure 11: Example Student Discussion
Student Post
Original 'It is the East, and Juliet is the sun (Shakespeare 48)."
Question.
In this metaphor, the word "sun" can refer to "light" and "bright" which all
Student #1 have positive connotations. What do you think Romeo meant when he said
"Juliet is the sun"? What is the significance of Romeo expressing this to
Juliet? What do you think would happen to Romeo if his "sun" was gone?
Student 2 I think that he compares her to the sun as in she is his light. More like soul
or guidance. As if shes is the only one for her and she sets his future.
Student 3 I really like this question you have brought to the discussion. In my
opinion, because the sun is such a significant part of our world; we cannot
live without out it and its essential to our life. Furthermore, if you take
away the sun, you take away life; because the sun is something the world
cannot live without. Along the same lines, Romeo's "sun", if taken away,
will further end to him left in great despair. Running head: Virtual Literature Circles: Best Practices 78
Student 4 I think your on to something. In this context, "sun" definitly has a posative
connotation. I think it refers to the force that allows us to live (without the
sun we would die). When he says "It is the East," he is telling us that the
sun is rising. Actually, acording to google, the sun is up for 12 hours each
day, almost as if Shakespear is trying to tell us Juliet will die very soon.
So, mixed in with Romeo's loving intent there is a certain amount of
foreshadowing in play as well.
Student 5 I agree with you that the sun is shown as a positive conotation like bright
and jow full. However if you look at it from the view that the aun is the
center of the universe it implies that his world revolves around her. Also
from.the perspective that he is the "envious moon" it is a reffence to how
he wishes he had her and he covets her beauty as the moon reflects the
suns light like it is its own. Running head: Virtual Literature Circles: Best Practices 79
Student 6 Romeo's description defintely has a positive connotation for Juliet. "Arise,
fair sun, and kill the envious moon," (Shakespeare 2.2.4) Here Romeo is
also comparing her to the sun. Romeo implies Juliet creates light and
brightness wherever she goes. Sunlight creates happier feelings when in its
presence. Romeo says that the moon is envious, implying that the moon
wants to be as good, as bright as the sun (Juliet). The sun gives life to
everything, without the sun we wouldn't be able to live. Romeo is
comparing his need for the sun to his desire for Juliet. He is saying that
she is essential to live, as is the sun. He is conveying that he feels that it
isn't just a crush but that he needs and loves her with a passion. If Juliet
were to disappear, Romeo wouldn't die neccesarily like he says, but it
foreshadow that he might. Romeo later kills himself becuse he thinks that
Juliet is dead, his light or sun had gone out, so he felt he had too as well.
Student 1 Great job looking deep into the text, I agree with all of you. Some
interesting points were brought up like how the light might also represent
Juliet's intelligence and how she brought Romeo out of his depressing
(Original gloom. I thought when he asked for her reassurance of their love, it was a
Poster) mature move for him rather then to just to go get married and be blinded
by love. So was there any other sign or action from Romeo that indicates
that he was affected by Juliet's intelligence?
Running head: Virtual Literature Circles: Best Practices 80
Running head: Virtual Literature Circles: Best Practices 81
Closing
Assessment
The formative feedback that you provide during the unit will help to support effective discussions (Lamb, 2000; Majeski & Stover, 2007; Wosley &Grisham, 2006).
By recognizing effective and ineffective behaviors throughout the unit, you guide students towards greater mastery of the learning objectives.
Nevertheless, there is still a need for a final summative assessment at the end of the unit. Andresen (2009) argues, “though there are always learners who wish to participate in discussions, face-to-face or online, many learners need an incentive to participate in class discussions” (p. 252). However, the assessment of Virtual Literature
Circles presents a challenge to teachers. Do teachers look at the number of posts? The frequency of posting? The time logged on? The quality of content? The reality is that these discussions are logistically difficult to assess.
One point to consider is that the very nature of Virtual Literature Circles places more responsibility on the learner than a traditional learning environment (Knowlton &
Knowlton, 2001). Knowlton (2001) suggests, “to invite students to be a responsible member of a classroom community during the discussion but then yank away the students' rights during assessment is disingenuous” (p. 50). With this in mind, self- evaluation and peer-evaluation are perhaps the authentic form of assessment in this case.
At the end of the unit, students can also nominate peers who made valuable contributions to the group so that the teacher can recognize their efforts in front of the entire class (Knowlton & Knowlton, 2001). This gesture also helps to reinforce Self- Running head: Virtual Literature Circles: Best Practices 82
Determination and relatedness (Deci & Ryan, 2000), which would help to support a stronger classroom community.
The rubric below was adapted from: http://www.udel.edu/janet/MARC2006/rubric.html
This rubric should be shared with students at the beginning of the unit so that they are aware of the standards and expectations (Majeski & Stover, 2007).
Students can submit their self-evaluation and group-evaluation online directly to the teacher. Students should be made aware that these evaluations will not be seen by their group members so that they will be more honest in giving feedback. See the example below.
Running head: Virtual Literature Circles: Best Practices 83
Figure 12: Student Self-Evaluation and Peer-Evaluation Rubric
Not Acceptable Acceptable Good Excellent
Original Level 1 Level 2 question. May be Level 2 or 3 question. Level 2 or 3 question.
Question question. slightly unclear or vague. Somewhat interesting, Compelling, text-based
Shows shallow May not include text-based question. inquiry that promotes an
engagement corresponding quotation. open-ended discussion.
with the
material. Revisits own initial posting
May revisit initial posting to a few times to respond to
respond to group members comments in general, but Revisits own initial posting
Does not revisit at least once. May respond does not directly address several times to respond
initial posting to vaguely to the group as a any group members. directly and specifically to
respond to whole. each group member.
group members.
Responses to Does not post Demonstrates shallow Demonstrates some attempt Demonstrates deep analysis classmates’ follow-up contributions (e.g. agree or to elaborate on a previous of previous post. Attempts questions responses to disagree) that do not enrich post. Supports claim by to extend discussion and
classmates. the discussion. Does not using somewhat relevant connect multiple ideas.
reference the text when evidence from the text. Supports claims with
making claims - may create May lack explanation of relevant evidence from the
generalizations with no how the evidence supports text. Explains how the
support. the claim. evidence supports the claim.
Frequency Does not post at Posts 1-2 times on the same Posts 3-4 times, but posts Posts 4 or more times of Posting all. day. are not spread out throughout the two weeks.
throughout the two weeks. Running head: Virtual Literature Circles: Best Practices 84
Mechanics Post contains Post contains some Post may have a few Clear and concise responses and many grammatical errors. May be grammatical errors that do that are free of grammatical
Language grammatical slightly disorganized. not significantly interfere errors.
errors that with meaning.
interfere with
meaning.
Running head: Virtual Literature Circles: Best Practices 85
Figure 13: Self-Evaluation and Peer Evaluation Directions
Self-Assessment Directions:
Think about your contributions to the group during the entire unit. Review the rubric and consider how well you meet the criteria. Afterwards, give yourself a score and write a narrative response that justifies your grade.
Afterwards, evaluate each of your group members using the same process.
Example Evaluation:
Self-Evaluation:
Overall Grade: A-
I believe I was a very strong contributor to my group. I always posted high-level discussion questions that encouraged critical thinking and allowed for discussion of the key themes of the novel. I was very prompt with my responses to my classmates’ questions and I made sure to check back several times each week to respond as my classmates added their ideas. I believe that I made strong contributions to the group and carefully considered each of my group members’ ideas. One area I could have improved, however, was bringing out specific evidence from the text to support my claims. I started out by simply stating my own opinion, but in the middle of the unit I realized that I should add evidence to make my point more valid. My group members would all agree that I made a sincere effort to help them understand the text and that I was a very strong member of the group.
Running head: Virtual Literature Circles: Best Practices 86
Group Member #1: Mickey Mouse
Overall Grade: C
Although I like Mickey Mouse as a classmate, he was not the ideal group member. There were a few times when he posted his question late, and when I read his question I noticed that it was very low level and didn’t really show that he even read the text. He also offered very short responses to our group members, and sometimes he even simply agreed or disagreed without giving any reasons why. Midway through the unit, however, he did improve a lot and made an attempt to respond to our questions more frequently. It seems like he actually started reading the book part way through the unit. Because he was so inconsistent, I can’t justify giving him a grade higher than a C.
Running head: Virtual Literature Circles: Best Practices 87
Chapter Five: Project Recommendations
The growth of technology in education has created new opportunities in the field of education. In the author’s own English-Language Arts classroom, he noticed the great potential of online communication technologies in supporting the traditional curriculum.
Prior to creating this project, the author had implemented technology in his own classroom with great results. Similar to English (2009) and Yu (2007), the author found that students who were typically shy and reserved in face-to-face class discussions became exceptional contributors online. If the author had never implemented this strategy, many students might have remained silent voices in the classroom. This sparked the author’s interest in exploring the topic in greater detail and led to the creation of this project.
The Virtual Literature Circle is an effective strategy that builds on the socially constructed learning of the traditional Literature Circle. It allows for greater flexibility and convenience, as the learning environment is expanded beyond the walls of the classroom (Andresen, 2009; Bowers-Campbell, 2011; Carswell & Venkatesh, 2002). The strategy also creates more accountability for students, as the written record of student engagement raises the level of concern and also allows students to revisit their thinking as their ideas evolve throughout the unit (Bowers-Campbell, 2011; Carico, Logan & Labbo,
2004; Larson, 2009). Lastly, the strategy also encourages depth of learning, as students must reflect on the material and construct carefully written responses to classmates
(Beeghly, 2005; Bowers-Campbell, 2011; Larson, 2009). For this project, the author gathered best practices from a wide body of research to support English-Language Arts teachers in implementing their own Virtual Literature Circle. Running head: Virtual Literature Circles: Best Practices 88
This chapter includes the lessons learned, the educational implications, project implementation plans, limitations of the project, suggestions for future projects, and concluding thoughts from the author.
Lessons Learned
Self-Determination and the Virtual Literature Circle
The Project Tomorrow (2012) report showed that the implementation of technology in education has been growing exponentially in the past decade. The report indicated that technology had the potential to increase student motivation and achievement substantially (Project Tomorrow). While this might be true, the report also indicated that many veteran teachers were hesitant to incorporate new online tools into their existing curriculum. The author witnessed this on his own campus, as many of his colleagues were comfortable with their tried-and-true techniques and thus did not venture out into the digital world in their classrooms.
The author set out to explore the possible ways that online instruction could be more effective than traditional face-to-face methods in order to justify the use of technology in the classroom. If online instruction is not more effective than face-to-face instruction, there would be no reason for revising existing practices. Otherwise, districts would needlessly buy expensive equipment to produce the same learning outcomes as traditional methods. The purpose of this project was to offer one strategy where online instruction might meet a need that is not currently being addressed.
The author chose to focus on Literature Circles for the foundation of this project.
This strategy shifted away from the teacher-centered learning model and placed responsibility in the hands of the students. Researchers unanimously agreed that this Running head: Virtual Literature Circles: Best Practices 89 method could help increase both motivation and achievement for students (Clarke &
Howladel, 2007; Lloyd, 2004; Marchiando, 2013; Wilfong, 2009). However, the strategy was not perfect. Several articles revealed that the strategy was frustrating to implement because the learning outcomes did not always match the desired learning goals (Clarke &
Howladel, 2007; English, 2009, Larson, 2009; Wolsey, 2004; Yu, 2007). In order to address this problem, the author explored the shortcomings of face-to-face Literature
Circles and investigated the ways that Virtual Literature Circles could be more effective.
Many researchers found that online learning could be superior to traditional learning environments in several ways. Kassop (2003) strongly advocated for online learning as he felt that this learning environment helped students to develop writing skills and critical thinking skills. This argument was echoed by multiple researchers who agreed that the shift from an oral face-to-face discussion to a written online discussion was more conducive to supporting critical thinking and higher-quality learning (Bowers-
Campbell, 2011; Carico, Logan & Labbo, 2004; Larson, 2009). Interestingly, this advantage of online learning might also lead to greater feelings of Self-Determination for students. In order to feel motivated, students must perceive that they have the skills to be competent, or successful at a task (Deci & Ryan, 2000). In a traditional face-to-face discussion, students are required to process information quickly and develop answers immediately. However, the Virtual Literature Circle allows students to carefully reflect on their responses so they can take their time and share their best ideas.
Some researchers also found that online learning helped to create a sense of community among participants (Carswell & Venkatesh, 2002; English, 2007; Larson,
2009; Kassop, 2003; Yu, 2009). Larson (2009), English (2007), and Yu (2009) all Running head: Virtual Literature Circles: Best Practices 90 agreed that academic discussions on a Message Board created a more equitable learning environment for all students, especially the more shy and reserved students who did not feel comfortable speaking in a traditional class discussion. This element of community or relatedness is also an important part of a student’s feeling of Self-Determination, as it satisfies an inherent need to feel connected to their classmates and the teacher. While a face-to-face discussions can be isolating and embarrassing for many students, the Virtual
Literature Circle alleviates much of the social anxiety and allows students to share their ideas in a more comfortable environment. Additionally, the teacher also has more opportunities to give specific and individualized feedback to all students in a Virtual
Literature Circle, which creates further opportunities for relatedness in the classroom.
Bowers-Campbell (2011), Carswell & Venkatesh (2002), and Andrensen (2009) agreed that online learning allowed for greater flexibility and convenience for both teachers and students. Rather than being limited to the strict time schedule of the classroom, an activity such as a Virtual Literature Circle allowed the learning to continue beyond the classroom. This satisfies a student’s need for autonomy. Students are asked to become active agents in the learning process, and are given the power to make decisions that directly affect their learning. Therefore, the Virtual Literature Circle can be more motivating than a traditional face-to-face Literature Circle because it creates numerous opportunities for Self-Determination.
Lessons from the Best Practices
For this project, the author produced a handbook that collected the best practices for Virtual Literature Circles. In the handbook, the author included an introduction, several best practices, and handouts to illustrate the principles of the research that were Running head: Virtual Literature Circles: Best Practices 91 collected. After analyzing the resulting handbook and best practices, the author determined that the Virtual Literature Circle fundamentally changed the traditional learning model and thus required a different approach by both the teacher and the students.
Role of the teacher.
The Virtual Literature Circle changes the role of the teacher. Teachers are asked to become facilitators and mediators rather than the centerpiece of the classroom. They must shift from the proverbial “sage on the stage” to the “guide on the side.” At the start of the unit, teachers should front-load the expectations and guidelines before taking a step back and allowing students to construct meaning out of their texts. At this phase, the teacher relinquishes much of the traditional control in making meaning and allows students to navigate through challenging texts with their peers (Andresen, 2009;
Guldberg & Pilkington, 2007; Wosley & Grisham, 2006; Whittingham, 2013). If a teacher maintains a central role in the Virtual Literature Circle it could interfere with the goal of creating a student-centered learning environment (Guldberg & Pilkington, 2007).
The online learning environment fundamentally changes the interaction between learners. It places much more responsibility on the students to become self-directed learners. Much of the student discussion will take place without the direct and immediate support of the teacher. Because of this, teachers need to clearly model their expectations for the unit so that students can be successful in this new environment (Majeski & Stover,
2007). The goal of the Literature Circle is for students to have a “natural and sophisticated discussion about literature” (Daniels, 2002, p. 100). However, this does not happen naturally. Teachers must clearly explain their expectations to students (Knowlton Running head: Virtual Literature Circles: Best Practices 92
& Knowlton, 2001) and then model what this looks like so that students can meet the learning goals (Andresen, 2009, English, 2007; Larson, 2000; Yu, 2009; Zhu, 2006).
As the unit progresses, a teacher must monitor and adjust to the needs of the students. They must offer specific and individualized feedback by actively participating in the discussion so that students understand how well they are meeting the expected learning outcomes (Majeski & Thomas, 2007). Teachers must revisit the learning goals and develop mini-lessons for students to help them (Bowers-Campbell, 2011; Carico,
Logan & Labbo, 2004; Larson, 2009). By giving this feedback throughout the unit, the teacher allows the students to adjust their behaviors so that they can be successful.
Role of the student.
The great advantage of the Virtual Literature Circle is that it is completely student-centered. Students are asked to be come active learners and are given a great deal of autonomy in order to meet the learning goals. Vygotsky’s Social Learning theory
(1978) suggests that academic discussion is an essential part of knowledge construction.
In a traditional classroom, students are used to passively receiving information from the teacher and accepting their ideas as the gospel truth (Carico, Logan & Labbo, 2004).
However, in the Virtual Literature Circle, students are asked to join the conversation and form their own meaning out of the texts they are reading. Rosenblatt’s Transactional
Theory (1968) suggests that meaning does not reside in the text, but is determined by how a reader uniquely interprets it. In this case, the Virtual Literature Circle allows students to construct meaning together as they grapple with challenging texts, leading to authentic dialogue that puts them in charge of their own learning.
Digital Literacy Running head: Virtual Literature Circles: Best Practices 93
This calls to attention the developing idea of digital literacy (Kajder, 2010; Smith
& Dobson, 2011). In the future, a student’s ability to navigate the digital world will be critically important to his or her future success. In this case, the traditional forms of reading, writing, listening, and speaking are evolving as they are placed within a new online learning environment. The Virtual Literature Circle enables students to cultivate both their traditional literacy skills and digital literacy skills simultaneously.
Lifelong learning for teachers.
Because technology is constantly evolving, teachers must stay current with technological trends in order to be most effective (Imperatore, 2009; Klage, Pate, &
Conforti, 2009). It is often said that effective teachers must be lifelong learners. This is especially true with teachers who wish to implement technology effectively. The Internet is still relatively new as a learning tool, and the new developments can profoundly change the classroom of the future. Teachers must learn alongside their students as they both navigate this powerful tool.
Project Implementation Plans
This project will be piloted next semester in the author’s English-Language Arts class. Based on the results of the inaugural Virtual Literature Circle in the author’s own classroom, he will continue to research and adjust the handbook in order to create the most effective resource. Once the author has more experience with the Virtual Literature
Circle, he hopes to recruit several colleagues next year to test the strategy in their classrooms. The author hopes to collaborate with other teachers and continue to develop the handbook so that it can be shared on a larger scale with other English-Language Arts teachers in his own school district and beyond. Running head: Virtual Literature Circles: Best Practices 94
Educational Implications
One critical component of the Virtual Literature Circle is for teachers to be aware of their own students and their current level of understanding. A teacher’s implementation and support will change depending on the level of their classes. Students who are struggling readers will require more support than more advanced students, so it is important to be aware of this and offer differentiated instruction in order to help all students meet the learning goals.
The unit requires quite a bit of autonomy from students, so teachers may want to start slowly and gradually release responsibility to students as they enter this new learning environment. Students who already have experience in a traditional Literature
Circle or students who have used Asynchronous Discussion Forums will have some familiarity with the learning environment and should have an easier time transitioning to a Virtual Literature Circle.
The Virtual Literature Circle is intended to eventually operate independently outside of class. Students will read their books on their own and discuss the texts with some support from the teacher. However, teachers should explicitly guide students through the initial phases of the unit in class in order to ensure the effectiveness of the unit. If students are struggling readers or if they are inexperienced with technology, teachers can also carry out the Virtual Literature Circle entirely in class until students are comfortable enough to operate independently.
This project will also need to be adapted depending on the existing technological infrastructure at the school and the student access to technology at home. Needless to say, if students do not have access to technology at home, it will significantly change the Running head: Virtual Literature Circles: Best Practices 95 unit and perhaps even make it impossible. Teachers may wish to give students a technology survey prior to the unit to determine whether or not it is feasible to implement.
Limitations of Project
This project was completed in one semester, and the author was unable to test many of the best practices in his own classroom. Because of this, the handbook was created primarily based on the recommendations of previous researchers. If this project were to continue, the author would test the best practices included in the resource to determine how to adjust the handbook to make it more effective.
One major design flaw is that the Virtual Literature Circle may not be feasible in every single educational setting. This project is possible to implement in the author’s school setting because the school has access to an abundance of technology and resources, and the student population generally has access to technology at home. In addition, the school district where the author teaches has created a well-developed online learning environment where teachers can easily create and manage an Asynchronous
Discussion Forum. These challenges may discourage teachers from attempting to try the
Virtual Literature Circle unless their district also has a similar infrastructure and student population.
Future Project Suggestions
This handbook calls to attention the idea that technology and online communication tools have the potential to create a more student-centered learning environment. This project can support teachers in maintaining an effective and motivating learning environment for students as they explore challenging texts with their Running head: Virtual Literature Circles: Best Practices 96 peers. By supporting students as a guide and facilitator, teachers can create more independent learners who can take their learning into their own hands.
The handbook created for this project gathers best practices for use in a Virtual
Literature Circle. Future projects could extend this handbook of best practices into a full curriculum that can be used in an English-Language Arts class. This handbook was primarily written to support teachers who already have some understanding of traditional
Literature Circles and wish to transfer them to an online environment. A full curriculum would need to provide more specific guidance to teachers who might have little to no experience with the original Literature Circle strategy.
Another way to extend this project is to explore possible culminating projects for a Virtual Literature Circle that require collaboration and socially constructed learning.
Teachers may wish to integrate the use of collaboration platforms such as Google Drive so that Literature Circle groups can develop their skills even further. As new technologies become available, teachers should keep an open mind and try to find ways to implement new tools to create the most effective learning environment.
Conclusion
Chapter 1 defined the problem by establishing the purpose of the project, introducing the theoretical framework, previewing the literature and methodology, and establishing the significance of the project. The need for the project came from the growth of the role of technology in modern education as well as the lack of accessible support materials for teachers. The author chose to develop a handbook of best practices to support teachers in implementing Virtual Literature Circles. The Virtual Literature Running head: Virtual Literature Circles: Best Practices 97
Circle strategy provided an alternative method for students to develop literacy skills in an autonomous learning environment.
Chapter 2 provided a review of the literature, which included a rationale for literature circles and challenges in the strategy. It also introduced a shift in the learning paradigm as a result of the growth of digital literacy, and provided a rationale for the use of asynchronous discussion forums as an alternative social learning environment for students to develop their literacy skills. After it established the need for Virtual
Literature Circles, it provided best practices for the strategy and showed how they were rooted in Self-Determination Theory (Deci & Ryan, 2000).
Chapter 3 included the methodology of the project. This included the format of the handbook, the intended audience, and the procedures taken to create the handbook. It also included an explanation of the purpose and function of each section of the handbook, as well as best practices that were detailed in each section.
Chapter 4 included the handbook to support teachers in the implementation of
Virtual Literature Circles. It included an introduction that shared the context and history of the development of the project. The handbook was organized by best practices that could be used at the beginning, middle, and end of the unit. Each section included strategies derived from a wide body of research as well as handouts to illustrate the principles explored. The handbook included in this chapter is intended to be a readily accessible support resource for teachers who wish to implement the Virtual Literature
Circle.
Chapter 5 included recommendations for the project, including lessons learned, project implementation plans, educational implications, limitations, future project Running head: Virtual Literature Circles: Best Practices 98 suggestions. This chapter provides readers with insight into the metacognition of the author as he reflected on the project and its impact on education as a whole.
In creating this project, the author explored the implications of technology in education. With the astounding growth of technology and the push to integrate it into classrooms, it is important to consider how this tool impacts the learning of the students.
With the Virtual Literature Circle, it is clear that the alternative online learning environment offers unique logistical and motivational benefits that were not possible in the traditional learning environment. The Virtual Literature Circle creates a more equitable learning environment for introverted and linguistically diverse students, as it alleviates the social anxiety of a traditional classroom discussion. It also encourages greater depth of thinking due to the written format rather than oral format of the strategy.
Lastly, it creates more opportunities to facilitate Self-Determination in students, including competence, relatedness, and especially autonomy. This is perhaps the greatest advantage of the Virtual Literature Circle: it allows students to meet the learning goals on their own terms. The flexibility and convenience granted by online communication technology encourages the students to continue the learning process outside of the classroom and beyond the limits of the traditional school day.
While the research clearly shows the benefits of the Virtual Literature Circle, it also reveals a gap in the knowledge and expertise of many teachers in using this new technology. In order for teachers to feel comfortable and confident implementing these tools, they also need training and support. The handbook created for this project is just one of many resources that will need to be created in order to support teachers as they navigate the changing educational landscape. Running head: Virtual Literature Circles: Best Practices 99
However, it is important to consider that technology itself is not a cure-all panacea for the problems in education today. It is merely a means to an end and a vehicle to help students meet the learning goals. The best practices shared in the handbook reveal that although the tools for learning have become more efficient and convenient, the core principles behind sound pedagogy have not changed. Teachers must still establish clear guidelines for learning, model the expected behaviors from students, use data to inform instruction, give specific and immediate feedback to guide students towards the desired learning outcomes, monitor and adjust when students struggle, reteach when necessary, and other reflective practices that ensure a positive learning experience for all students. Thus, the handbook is intended to support teachers in transferring these skills that they already use every day in the classroom to a new and exciting learning environment.
Running head: Virtual Literature Circles: Best Practices 100
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