Literature circles, or book clubs, are a long‐standing pedagogical tradition designed to support students' reading and response to literature. However, critics of these student‐led literature discussions have argued that this format can limit opportunities for students to engage meaningfully with political, social, and cultural issues. The purpose of this article is to provide readers with a framework for designing critical book clubs that support students' development as empowered readers and writers who critique the world around them and advocate for social change. Drawing on findings from a yearlong study in which third‐grade students interrogated representations of disability, difference, and stereotypes, the authors describe a four‐phase model for scaffolding critical book clubs, as well as instructional strategies for supporting students' navigation of new forms of critical interactions with texts and their peers.