Open Access Graduate Research Paper
This qualitative case study reports the TL impact on reluctant readers’ sustained engagement in conversations about reading, and the impact the participation in the book club has on a student’s motivation to read. This study from a small, rural area in Northwest Iowa consisted of six fourth grade students and their teacher librarian who met in a book club over a four week time period during summer school. The students were taught different reading roles and utilized them throughout the discussion of the book. The researcher discovered five main themes in response to the research questions. Theme one is Diverse Perspectives Deepened Understandings. Theme two is Building Relationships Provide Safety. Theme three is Aesthetic and Efferent Responses Were Evident, and Theme four is Community Accountability Was Necessary. The students were able to build relationships that deepened their understandings, shared both aesthetic and efferent responses, and enjoyed the community accountability aspect. Students were excited to read the next chapter and take on a different role each day. They also became very interested in the other books in the series and couldn’t wait to read the second book. Theme five is a need for student voice. Students shared their own stories, often with sensitive topics, that relate to the book. By listening carefully to students’ own stories, the professional TL was essential to provide needed sensitivity and to recommend other books based upon their interest level and ability level, meeting the students’ need to have a professional to hear their voice to help make these important connections to books.
Year of Submission
Master of Arts
Department of Curriculum and Instruction
Division of School Library Studies
Karla Krueger, First Reader
1 PDF file (43 pages)
©2021 JaDee Jo Gloede
Gloede, JaDee Jo, "The influence of book club conversations on reluctant or struggling readers" (2021). Graduate Research Papers. 1882.