Listening to the Voices of Silenced Readers: A Comparison of Third-Grade Online and Face-to-Face Book Discussions

• In Event: 75.037 - Literacy and Silences: Diversity, Social Justice, and Student Voice

Abstract

This study examined how discourses about books functioned in third grade face-to-face literature circles and in online book discussions using iPads with the same participants. It looked at the ways using technology may have altered the power relations and group dynamics within this classroom unit. The results of this study indicate that there is pedagogical value in offering students online book discussions as well as face-to-face discussions. Incorporating online book discussion into classroom pedagogy can offer students who feel silenced, for any number of reasons, an opportunity to be heard and it may provide dominant speakers some insight into the ideas and feelings of their more marginalized peers.

Authors

• Beth M Brendler, University of Missouri - Columbia

• Vanessa E Adams, University of Missouri - Columbia