Teachers' and Black students' views on the incorporation of African American children's literature in an after‐school book club: collaborative and culturally based learning

Abstract

AbstractIt has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after‐school book club. There were 15 second‐ and third‐grade African American students from a low‐income area who participated in the 6‐week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after‐school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.