Co-elaboration of meaning in peer-led literature circles in secondary school

The interplay between reading modes, quality of talk, and collaboration modes.

Abstract

This study investigated the interplay between reading and social variables in peer-led literature circles at seventh grade school level, wherein students read a novel by themselves and discuss it without any teacher assistance. Specifically, this in-depth study of one classroom activity sought to answer the five following questions: 1) In what proportions do students use and vary the different reading modes in this type of peer-led literature circle? 2) To what extent do they elaborate their talk? 3) To what relative degree do they use different modes of collaboration and types of interaction? 4) Are there any linkages among these several variables? 5) Are there differences between the two regular and two “fast track” groups? The 20 participants (4 peer-led groups) belonged to a multiethnic school in a middle-class, urban environment in Canada. Quantitative and qualitative content analysis methods have been used to analyze transcripts of the discussions. Results show that in this type of peer-led group: 1) The literal reading mode is dominant; 2) by contrast, when students adopt an aesthetic or a textual mode of reading, the quality of their talk tends to be superior; 3) modes of collaboration centred on feedback and management greatly support this type of shared interpretation; 4) a microanalysis of excellent episodes would seem to demonstrate that fast-track groups adopt a more divergent means of co-elaborating meaning. Future research should better examine the many intellectual tools that are required to support peer scaffolding in this specific mode of peer-led discussion.