Virtual Literature Circles

Abstract

This study explored how virtual discussion provides a means for discourse between teacher candidates and practitioners from different parts of the United States. Students from three universities in content-area and disciplinary literacy courses focused on texts that explored the impact of illiteracy and literacy and how becoming literate is used for the empowerment of the characters as well as real-life subjects of the various texts. Academic and written discourse was created through the virtual literature circles and book discussions. Post-project reflections from virtual literature circles were evaluated and coded. The four emergent categories were: advocacy, awareness of other literacy, positive feedback about the project, and project problems. Findings suggest that teacher candidates' and practitioners' presented knowledge and growth through the written virtual discussions, which includes content and disposition growth, particularly in the context of the virtual book discussions. Limitations, recommendations for future research, and implications are discussed.