Talking About Books: Scaffolding Deep Discussions

Abstract

Even though student‐led small‐group book discussions about fiction have been a curricular staple, teachers still contend with surface‐level discussions and students who have difficulty with creating meaning together. Based on their previous findings, the authors explore building a foundation for discussions (for teachers new to literature study) and scaffolding deeper discussions (for teachers working on deeper, dialogic discussions). Suggestions emphasize scaffolding students to expand their perspectives, become more metacognitive, and use transmediation to communicate the abstract. The activities/strategies taken together demonstrate that teachers have a dual responsibility in their classrooms: teaching students how to engage in deeper conversations and helping students value what can be accomplished through them. When teachers commit to this dual responsibility, students are more able to learn deeply.

Fostering the Love of Reading: Dynamics and Sustainability of Book Clubs in Indonesian Universities

“…In Muria Kudus, the discussion sessions of each group are handled by the tutors, and the lecturer team visits and joins the discussion for some minutes in each room. The discussions are scaffolded (Pierce & Gilles, 2021) to cater to everyone's learning and are compelling enough since the students can choose what they read and discuss in a group. Moreover, the detailed activity from pre-, while, and post-reading has been prepared, the tutors are ready with the points of the discussions, and so are the students.…”

Building Kindergartener's Independence with Text‐Based Conversations

“…Kelly and Moses (2018) found students have richer conversations when they are provided with more complex texts. For that reason, books selected for discussions need to be compelling enough to spark worthwhile conversations (Pierce & Gilles, 2020).…”

Rethinking “Equity Sticks”: Engaging Emergent Bilinguals in Discussing Texts

“…Research indicates that “privileging the linguistic mode above other ways of sensemaking” can result in teachers missing other important ways that learners engage with and respond to text (Shepard‐Carey, 2020, p. 2, original emphasis ). Inviting students to show what they know in creative ways contributes to understanding of texts and even to language development (Greenfader & Brouillette, 2013; Cohen et al, 2014; Pierce & Gilles, forthcoming). Modes of expression beyond oral participation can include drawing, drama, play, music, gesture, and digital media (Cohen et al, 2014; Greenfader & Brouillette, 2013; Short et al, 2000).…”

“…When teachers provide space for EBs to “physicalize” the language, everyone is able to participate more fully (Greenfader & Brouillette, 2013, p. 172). Benefits to moving beyond oral participation in response to text include creating opportunities for students to transmediate, that is, creatively share knowledge within and across modalities as they negotiate the meaning of texts (Pierce & Gilles, forthcoming). Welcoming students to engage with texts and with each other in ways that represent their own choice of expression builds on students’ assets to promote equity and multilingualism in the classroom.…”