Teachers' and Black Students' Views on the Incorporation of African American Children's Literature in an After-School Book Club: Collaborative and Culturally Based Learning

Autor/inn/en	Jones, Brittney; Lynch, Jacqueline
Titel	Teachers' and Black Students' Views on the Incorporation of African American Children's Literature in an After-School Book Club: Collaborative and Culturally Based Learning
Quelle	In: Literacy, 57 (2023) 3, S.209-220 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lynch, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12326
Schlagwörter	African American Students; Teacher Attitudes; Student Attitudes; Childrens Literature; Multicultural Education; After School Programs; Clubs; Cooperative Learning; Culturally Relevant Education; Elementary School Students; Elementary School Teachers; Grade 2; Grade 3; African American Literature + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lehrerverhalten; Schülerverhalten; 'Children''s literature'; Kinderliteratur; Multikulturelle Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01