The Role of Community Book Club in Changing Literacy Practices
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| Title: | The Role of Community Book Club in Changing Literacy Practices |
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| Language: | English |
| Authors: | Dail, Alanna Rochelle, McGee, Lea M., Edwards, Patricia A. |
| Source: | Literacy Teaching and Learning. 2009 13(1-2):25-56. |
| Availability: | Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 32 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Early Childhood Education |
| Descriptors: | Group Activities, Books, Clubs, Role, Professional Development, Family Literacy, Qualitative Research, Data Analysis, Early Reading |
| Abstract: | Community Book Club began as an experimental approach intended to combine professional development for teachers and family literacy for the parents of the preschoolers involved in an Early Reading First project. We collected data on 11 book club meetings over a 2-year time period. Meetings were held at local churches and at each meeting, participants discussed two books: an adolescent/adult book and a similarly themed children's book. We interviewed participants, videotaped meetings, collected field notes, and kept attendance sheets. Data analysis began at the first meeting and continued throughout the project. We coded data from all sources and identified four major themes: (1) Changes in the membership of book club; (2) Changes in reported home literacy practices of the participants; (3) Sharing the "lived experience" of reading; and (4) Changes in manner of participation that led to the emergence of new, situated literacy practices. We found that over time teachers, parents, and community members as participants in Community Book Club developed new literacy practices during book club meetings that influenced members' reported home literacy practices. Our experience demonstrated that book clubs have the potential to promote increased enjoyment of books and changes in literacy practices among teachers, families, and members of the broader community. (Contains 1 figure and 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2010 |
| Access URL: | https://www.rrcna.org/pdf/Journals/LTL/LTL_Vol13_No1-2-2009/LTL_13.1-2-Dail_McGee_Edwards.pdf |
| Accession Number: | EJ867299 |
| Database: | ERIC |
| Abstract: | Community Book Club began as an experimental approach intended to combine professional development for teachers and family literacy for the parents of the preschoolers involved in an Early Reading First project. We collected data on 11 book club meetings over a 2-year time period. Meetings were held at local churches and at each meeting, participants discussed two books: an adolescent/adult book and a similarly themed children's book. We interviewed participants, videotaped meetings, collected field notes, and kept attendance sheets. Data analysis began at the first meeting and continued throughout the project. We coded data from all sources and identified four major themes: (1) Changes in the membership of book club; (2) Changes in reported home literacy practices of the participants; (3) Sharing the "lived experience" of reading; and (4) Changes in manner of participation that led to the emergence of new, situated literacy practices. We found that over time teachers, parents, and community members as participants in Community Book Club developed new literacy practices during book club meetings that influenced members' reported home literacy practices. Our experience demonstrated that book clubs have the potential to promote increased enjoyment of books and changes in literacy practices among teachers, families, and members of the broader community. (Contains 1 figure and 3 tables.) |
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