Book Club as a High-Leverage Practice in an Elementary Writing Methods Course

• In Event: Supporting K-12 Preservice English and Literacy Teachers’ Navigations Between Self and Student

Abstract

This mixed-methods study investigates the use of Book Club as a high-leverage practice in a writing methods course. Findings draw on teacher candidates’ perceptions of their engagement in and learning from Book Club activity. Data sources included questionnaires and multiple candidate products. Analyses indicate that immersion in Book Club in an authentic student role, along with practice of some elements of the approach from the perspective of teacher, provide rich opportunities to deepen candidates’ understandings of content knowledge and practice. Perspectives also overlapped as candidates made important connections to future practice from their student roles. Findings suggest implications for researchers and literacy teacher educators.

Authors

• Susan D. Martin, Boise State University

• Sherry Dismuke, Boise State University