Using Literature Circles in Online Discussions as a Form of Bibliotherapy and Critical Language Pedagogy

Abstract

In this qualitative action research case study, the participants were graduate students who were practicing teachers taking a literacy methods hybrid course. Participants were assigned weekly literature circles roles as a way of engaging with textbook reading in an online discussion forum. In exploring the use of literature circles as a form of critical language pedagogy, three themes were discovered. First, participants found the use of literature circles, even non-fiction textbook roles, biotherapeutic in nature. Second, participants found the use of literature circles empowering, frequently relating course content to social justice causes, and discovering agency in their teaching, especially in articulating new curriculum ideas for their students. Third, participants cited how by participating in literature circles themselves, they in turn saw the benefits and genuinely wished to employ it in their own workplaces.