Current Search: UWF Theses (x) » Book clubs (Discussion groups) (x)
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Title
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Bringing books back: A pedagogical inquiry into the bookclub classroom.
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Author
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Pugh, Kylie Ann
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Abstract/Description
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This project proposes book club pedagogy as a framework for altering traditional curricular design and attending to a more egalitarian style classroom. In these settings, students engage with writing that pushes beyond their comfort zone and allows them to see different perspectives, giving them skills to engage in culturally diverse environments. Participation in Book club classrooms enable "critical literacy," which creates student access points to participate and engage with texts and...
Show moreThis project proposes book club pedagogy as a framework for altering traditional curricular design and attending to a more egalitarian style classroom. In these settings, students engage with writing that pushes beyond their comfort zone and allows them to see different perspectives, giving them skills to engage in culturally diverse environments. Participation in Book club classrooms enable "critical literacy," which creates student access points to participate and engage with texts and societal issues that are "interpreted through personal and cultural realities" (Freire & Macedo, 1987; Wood & Jocius, 2013). When utilizing personal experiences and interpretations of texts through various lenses, students participate in conversations regarding disabilities, stereotypes, and social action, and they evaluate their own experiences through reflective writing processes. In addition to affording students with opportunities to utilize their critical thinking skills, book club pedagogy is often conducted in a classroom setting crafted to provide flexible, open spaces rather than orderly rows of desks. To maintain an egalitarian environment, students take turns moderating the class discussion, enabling leadership experience to transfer from student to student. Book club pedagogies encourage students to engage in multimodal ventures when responding to complex texts, either through drawings, videos, blog posts, posters, or interactive games.
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Date Issued
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2019
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Identifier
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1152896114, WFE0000696
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Format
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Document (PDF)