“Reading Just to Read”: Secondary Students’ Perspectives on YA Book Clubs in an ELA Classroom

• In Event: Re-envisioning YA Book Clubs as a Culturally Sustaining Literacy Method for Transforming Teaching and Learning

Abstract

Objectives
This year-long qualitative study examined how 19 students in a 12th grade English Language Arts course focused on African American perspectives engaged YA literature in a weekly book club. This paper theorizes YA book clubs as a culturally relevant and sustaining literacy method for secondary students to explore relevant social issues while mastering ELA skills.

Theoretical framework
This study is framed by culturally relevant and sustaining pedagogies (Ladson-Billings, 1995; Paris, 2012; Paris & Alim, 2014). Culturally relevant pedagogy requires teachers to have the “ability to develop students academically, a willingness to nurture and support cultural competence, and the development of a sociopolitical or critical consciousness” (Ladson-Billings, 1995, p. 483). Culturally sustaining pedagogy (Paris, 2012; Paris & Alim, 2014) maintains that curricular approaches must not only engage students’ heritage cultural practices, but also sustain them by addressing current enactments of, and future possibilities for, youth and community cultural practices. YA book clubs can be considered a culturally relevant and sustaining pedagogical method: Book clubs are student-centered and student-led (Polleck, 2023), and YA books address contemporary issues relevant to youth while reflecting their cultural heritage, creating opportunities for social change (Author 3, 2025; Rodríguez, 2019).

Methods
The setting for the study was a Title I high school serving 3,000 students, 70% of whom identify as Hispanic and 6% Black. Of the 19 student participants, 14 identified as African American, Black, or biracial (Black & Latino/white). The classroom teacher and researcher also identify as Black. Qualitative ethnographic research methods were used to collect and analyze data. Data analysis was ongoing and iterative, using both inductive and deductive approaches to generate codes (Saldaña, 2021). Research assertions emerged from categorizing multiple codes into themes.

Data sources
Five sets of data were collected: (1) pre- and post-study questionnaires, (2) field notes from classroom observations, (3) audio-recorded book club discussions, (4) written responses, and (5) semi-structured interviews. This paper focuses on data from the questionnaires and interviews.

Results
A key finding revealed that participating in book clubs reframed students’ perspectives on assigned reading, turning reading into a meaningful social and collective activity. Most participants shared that they didn’t read or didn’t enjoy reading prior to book club; socializing with peers motivated them to read, and reading multiple YA books on relevant topics about Black youth and communities helped them discover reading for pleasure. Another finding was that the book club format allowed students to improve ELA skills. Many students shared that talking to their peers about the text also improved their communication skills–their ability to summarize–and their analytical skills such as annotating or identifying key information, and sharing their interpretations.

Scholarly significance
This study has significant implications for teacher preparation and professional development. YA book clubs recreate “real world” contexts for reading within classroom spaces. Having more authentic and meaningful reading experiences allowed students to improve ELA skills. Rather than “performing learning” by filling out a worksheet or “reading just to read,” book clubs supported students’ understanding of when and how to apply these skills.

Author

• Sybil Durand, University of Arizona