Abstract:

This proposal focuses on a study that examined the effect of using additional dimensions of literature circles with pre-service teachers that included self-talk, face-to-face conversations, and multimodal communication supported by a variety of digital technologies. Our work included analyses of the use of these three dimensions of literature circles on pre-service teachers’ awareness of digital technologies, multiple perspectives, comprehension strategies, and higher order thinking. Literature circles in 3D are an adaption that integrates digital technologies within tradition literature circle roles.

Literature circles are a scaffolded approach to small group discussion of literature (Daniels, 1994). Research suggests that conversations about literature can serve to deepen understanding and thinking (Langer & Close, 2001). Literature circles are commonplace in many middle level English Language Arts and elementary level reading classes. Current teaching standards, however, now include the use of digital technologies to enhance understanding and collaboration with a strong emphasis on speaking and listening (NCTE/IRA, 1996; Common Core Standards Initiative, 2010). This study was developed as a possible option for integrating literacy and digital technology standards within a common structure for teaching literature.

Our theoretical lens is through a new literacies perspective (Coiro, Knobel, Lankshear, & Leu, 2008; Lankshear & Knobel, 2003). A new literacies perspective postulates that
(a) digital technologies require a unique set of skills, strategies, and dispositions:
(b) as new technologies emerge, the literacy skills required to use them are transformed,
(c) new literacy skills are necessary for success in daily life and an increasingly global economy, and
(d) new literacies are multiple, multimodal, and multifaceted.

Participants included preservice teachers in two states enrolled in elementary and middle level teacher preparation programs with initial certification. Participants used traditional literature circles to discuss texts by assuming the roles defined by Harvey Daniels (1994). Students met in their literature circles within class to discuss novels appropriate for upper elementary and middle level school students. Participants also communicated online using a variety of digital technologies (e.g. wikis, blogs, etc.) to expand discussions beyond the physical classroom. Concept maps, exit slips, and survey data were collected pre/post and analyzed for patterns and themes using constant comparison methods. Survey data were analyzed to examine the effect of integrating digital technologies into literature circles on student perceptions and understanding of literature, literacy, and digital technologies.

Results suggest that conceptual understanding of texts was enhanced by increased opportunities to engage in conversations beyond the classroom using digital technologies Participants’ knowledge, attitudes, and beliefs about the use of digital technologies to enhance instruction increased to more positive levels. Adding the third dimension of communicating using digital technologies also enhanced students’ ability make textual connections, share their lived experiences as they built their own digital literacy skills, and could better communicate from multiple perspectives.

Keywords:

Literature circles, reading, multimodal communication, teacher preparation.