Literacy Circles
Literacy circles are a student-driven learning method where small groups of students discuss a piece of work in depth (Schlick Noe & Johnson, 1999). It is an innovative educational technique that focuses on collaboration, where students can deepen their understandings of what they have read through their reflections and discussion (Student Guide, n.d.; Schlick Noe & Johnson, 1999).
Implementation
It begins with a choice of text (Student Guide, n.d.). Teachers need to ensure that the texts available are appropriate and generate engagement and meaningful discussion (Student Guide, n.d.).
Students then read silently, followed by journal writing of their reflections (Student Guide, n.d.). This process allows students to gather their thoughts before group discussion (Student Guide, n.d.).
Personal reflection is followed by small group discussion. When grouping, the teacher needs to focus on the main goals of the learners and the strategy that will best support the students whilst maintaining engagement. Grouping can be based on interest or skill level, either similar or mixed abilities (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
Literacy circles aim to empower students, by allocating different roles within the group to improve their core comprehension skills. Teachers have the flexibility to outline and adapt the roles for their students to gain maximum knowledge out of the experience. Example roles are illustrated in Table 1.
Table 1: Literacy Circle Roles (Student Guide, n.d.).
Roles should be rotated to ensure students experience all components (Student Guide, n.d.).
Assessment and evaluation from literacy circles is provided through teacher observation and student self-evaluation (Kwiatkowski, n.d.).
Students then read silently, followed by journal writing of their reflections (Student Guide, n.d.). This process allows students to gather their thoughts before group discussion (Student Guide, n.d.).
Personal reflection is followed by small group discussion. When grouping, the teacher needs to focus on the main goals of the learners and the strategy that will best support the students whilst maintaining engagement. Grouping can be based on interest or skill level, either similar or mixed abilities (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
Literacy circles aim to empower students, by allocating different roles within the group to improve their core comprehension skills. Teachers have the flexibility to outline and adapt the roles for their students to gain maximum knowledge out of the experience. Example roles are illustrated in Table 1.
Table 1: Literacy Circle Roles (Student Guide, n.d.).
Roles should be rotated to ensure students experience all components (Student Guide, n.d.).
Assessment and evaluation from literacy circles is provided through teacher observation and student self-evaluation (Kwiatkowski, n.d.).
Key factors for diverse learners
Including a
wide range of texts supports a wide range of reading levels. Weak
readers or English Additional Language (EAL) students need to be provided with appropriate supports to
ensure they can still engage in the learning experience (Student Guide,
n.d.).
Flexible grouping is also a key differentiation strategy in literacy circles. Low level readers can be supported by teaming up with high level readers (Student Guide, n.d.). Conversely, similar ability groups ensure the level of discussion is appropriate for their understanding (Student Guide, n.d.). Grouping by interest brings together students with similar interests and generates engagement in the reading and discussion (Student Guide, n.d.).
Flexible grouping is also a key differentiation strategy in literacy circles. Low level readers can be supported by teaming up with high level readers (Student Guide, n.d.). Conversely, similar ability groups ensure the level of discussion is appropriate for their understanding (Student Guide, n.d.). Grouping by interest brings together students with similar interests and generates engagement in the reading and discussion (Student Guide, n.d.).