Literature Circle Method Practices with Preschool Teachers through Children’s Books: An Action Research Example

Öz

The aim of this study is to increase the interaction between the educator and the book by discussing the picture storybooks used in the picture story reading activities carried out by the preschool educators through the literature circle methods. Thus, the contribution of the literature circle to the effectiveness of the educator in the reading process was attempted to be determined. Literature circle applications are based on the Reader Response Theory, which was put forward by Rosenblatt. Since it aims to intervene in an educational situation and is carried out directly with preschool educators, this study was designed with action research, one of the qualitative research methods. In this study, action research was used for the teaching methods, learning strategies, and in-service development of preschool educators. The participants of the research are four preschool educators. Criterion sampling technique was used to determine the participants. As for the data collection, semi-structured interview form, participants’ diaries, and researcher's diary were used. Content analysis technique was used in the analysis of the data. At the end of the research, it was concluded that the literature circle method affected the reading process in three different ways. These are (a) professional development, (b) relativity for the student, and (c) planning the teaching process. It was concluded that the reading circle method had a positive effect on the professional development of the participants, enabling the proper reading process for the student and effective planning of in-class practices. In the light of the research findings, it is recommended that more studies be conducted to enable preschool educators to examine and understand picture storybooks in more detail. In addition, hands-on workshops and further research studies can be carried out that enable preschool educators to get to know picture storybooks and make use of these books in their schools through different reading methods.

Anahtar Kelimeler

• Literature circle
• preschool educator
• picture storybooks
• reader response theory
• reading skill

Okul Öncesi Öğretmenleri ile Çocuk Kitapları Aracılığıyla Okuma Çemberi Uygulamaları: Bir Eylem Araştırması Örneği

Öz

Bu çalışmanın amacı, okul öncesi öğretmenleri tarafından gerçekleştirilen resimli öykü okuma etkinliklerinde kullanılan kitapları edebiyat halkası yöntemiyle ele alarak eğitimci ve kitap arasındaki etkileşimi arttırmaktır. Böylece edebiyat halkası yönteminin okuma sürecinde eğitimcinin etkililiğine katkısı belirlenmeye çalışılmıştır. Edebiyat halkası uygulamaları, Rosenblatt tarafından ortaya atılan OkurTepki Teori'sine dayanmaktadır. Bir eğitim durumuna müdahale etmeyi amaçlaması ve doğrudan okul öncesi eğitimcileri ile yürütülmesi nedeniyle bu çalışma nitel araştırma yöntemlerinden eylem araştırması ile tasarlanmıştır. Bu çalışmada, okul öncesi eğitimcilerin öğretim yöntemleri, öğrenme stratejileri ve hizmet içi gelişimleri için eylem araştırması kullanılmıştır. Araştırmanın katılımcılarını dört okul öncesi eğitimcisi oluşturmaktadır. Katılımcıların belirlenmesinde ölçüt örneklem tekniği kullanılmıştır. Verilerin toplama tekniği olarak yarı yapılandırılmış görüşme formu, katılımcı günlükleri ve araştırmacı günlüğünden yararlanılmıştır. Veriler, içerik analizi tekniği ile çözümlenmiştir. Araştırmanın sonucunda edebiyat halkası yönteminin okuma sürecini üç farklı şekilde etkilediği sonucuna ulaşılmıştır. Bunlar (a) mesleki gelişim, (b) öğrenciye görelilik ve (c) öğretim sürecini planlamadır. Edebiyat halkası yönteminin öğrencilerin mesleki gelişimlerine olumlu etkisi olduğu, öğrenciye uygun okuma sürecini sağladığı ve sınıf içi uygulamaların etkili bir şekilde planlandığı sonucuna varılmıştır. Araştırma bulguları ışığında, okul öncesi eğitimcilerin resimli öykü kitaplarını daha detaylı inceleyip anlamalarını sağlamak için daha fazla araştırma yapılması önerilmektedir. Ayrıca okul öncesi eğitimcilerin resimli öykü kitaplarını tanımalarına ve bu kitaplardan farklı okuma yöntemleriyle okullarında yararlanmalarına olanak sağlayan uygulamalı atölye çalışmaları ve ileri araştırma çalışmaları yapılabilir.

Anahtar Kelimeler

• edebiyat halkası
• okul öncesi eğitimcisi
• resimli öykü kitapları
• Okur Yanıt Teorisi
• okuma becerisi

Kaynakça

1. Adak Özdemir, A., & Özdemir Beceren, B. (2020). Çocuk kitaplarının okul öncesi öğretmenlerinin görüşleri ve kitap incelemesi çerçevesinde değerlendirilmesi [An investigation of childrens’ books through pre-school teachers’ views and book reviews]. International Journal of Turkish Literature Culture Education, 9(3), 1216-1242.
2. Aral, N., & Aktaş, Y. (1997). Çocukların televizyon ve diğer etkinliklere harcadıkları sürenin incelenmesi [Examining the time children spend on television and other activities]. Hacettepe University Journal of Education, 13, 99-105.
3. Avcı, S., Yüksel, A., & Akıncı, T. (2010). Literature circles: an effective method to develop reading habit. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 32(32), 5-24.
4. Balantekin, M., & Pilav, S. (2017). Okuma çemberi yönteminin okuduğunu anlama becerisine etkisi [The effect of the reading circle method on understanding skills]. Kırıkkale University Journal of Social Science (KUJSS), 7, 149-170.
5. Beach, L. R. (1993). Broadening the definition of decision making: the role of prechoice screening of options. Psychological Science, 4(4), 215–220.
6. Beyhan, A. (2013). Eğitim örgütlerinde eylem araştırması [Action research in educational organizations]. Journal of Computer and Education Research, 1(2), 65-89.
7. Blum, H. T., Lipsett, L. R., & Yocom, D. J. (2002). Literature circles: A tool for self-determination in one middle school inclusive classroom. Remedial and Special Education, 23(2), 99-108.
8. Branquinho, C., & de Matos, M. G. (2019). The “Dream Teens” project: After a two-year participatory action-research program. Child Indicators Research, 12(4), 1243-1257.

9. Briggs, S. R. (2010). Using literature circles to increase reading comprehension in third grade elementary students [Unpublished master’s dissertation]. Dominican University of California.
10. Brookshire, J. Scharff, L. F. V., & Moses, L. E. (2002). The influence of illustrations on children’s book preferences and comprehension. Reading Psychology, 23(4), 323-339.
11. Campbell Hill, B. (2010, March 19 - 20). Literature circles and the heart of response (Grades 1-8) [Conference presentation]. CEESA Conference, Tallinn, Estonia.
12. Cohan, A., & Honigsfeld, A. (2011). Breaking the mold of preservice and inservice teacher education: Innovative and successful practices for the twenty-first century. Rowman & Littlefield Education.
13. Connell, J. M. (2008). The emergence of pragmatic philosophy’s influence on literary theory: Making meaning with texts from a transactional perspective. Educational Theory, 58(1), 102-122.
14. Connell, R. W. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Record, 98(2), 206-235.
15. Creswell, J. W. (2013). Nitel araştırma yöntemleri [Qualitative research methods]. (M. Bütün & S. B. Demir, Trans.). Siyasal Kitabevi. Çatalcalı Soyer, A. (2009). Okul öncesi dönem çocuk hikâye kitapları: Stereotipler ve kimlikler [Storybooks of the pre-school kids: Stereotypes and identities]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 0(1), 13-27.
16. Çermik, H., Doğan, B., Ateş, S., & Yıldırım, K. (2019). Öğretmen adaylarının okuma çemberlerine ilişkin görüşleri [Preservice teachers’ views on literature circles]. The Journal of Academic Social Science, 7(87),1-15.
17. Daniels, H. (1994). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse.
18. Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Stenhouse.
19. Demény, P. (2012). Developing written text production competence using the reader-response method. Acta Didactica Napocensia, 5(3), 53-60.
20. Doğan, B., Çermik, H., Ateş, S., & Yıldırım, K. (2019). Öğretmen adaylarının okuma çemberlerinde üstlendikleri rollere ilişkin görüşleri [Preservice teachers’ views on the roles they took in literature circles]. Journal of Mother Tongue Education, 7(1), 141-157.
21. Dogan, B., & Kaya-Tosun, D. (2020). An effective method in improving social skills: Literature circles. International Journal of Educational Methodology, 6(1), 199-206.
22. Eeds, M., & Peterson, R. (1991). Teacher as curator: Learning to talk about literature. The Reading Teacher, 45(2), 118–126.
23. Gansen, H. M. (2019). Push-ups versus clean-up: Preschool teachers’ gendered beliefs, expectations for behavior, and disciplinary practices. Sex Roles, 80(7-8), 393-408.
24. Gönen, M., Karakuş, H., Uysal, H., Kehci, A., Ulutaş, Z. & Kahve, Ö. (2015). Resimli çocuk kitaplarının içerik ve resimleme özelliklerinin bazı değişkenler açısından incelenmesi [Analysis of children's picture books in terms of certain variables on content and ıllustration features]. Hacettepe University Journal of Education, 31(49), 724-735.
25. Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2019). Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Read Writing, 32, 1061–1084.
26. Gümüşoğlu, F. (2008). Ders kitaplarında toplumsal cinsiyet [Gender in school text books]. Toplum ve Demokrasi Dergisi, 2(4), 39-50.
27. Hagen, Å, M. (2018). Improving the odds: Identifying language activities that support the language development of preschoolers with poorer vocabulary skills. Scandinavian Journal of Educational Research, 62(5), 649-663.
28. Hatun, E. T., & Kurtlu, Y. (2019). Okuma çemberi yönteminin öğrencilerin eleştirel okuma becerilerine etkisi [The effect of the method of literature circles on students' critical reading skills]. Ekev Akademi Dergisi, 23(78), 191-203.
29. Hinds, J. (2019). A case study for improving reading comprehension in third grade using literature circles [Unpublished master's thesis]. Trinity Western University.
30. Işıkoğlu Erdoğan, N., & Şimşek, Z. C. (2020). Erken çocukluk eğitimi öğretmenlerinin hikâye anlatma/kitap okuma uygulamaları tercihleri ve nedenleri [Early childhood education teachers’ storytelling and reading practice preferences and their reasons]. Journal of Mother Tongue Education, 8(4), 1519-1533.
31. İpşiroğlu, Z. (2007, October 4-6). Çocuk yazını eleştirisi [Criticism of children's literature].[Conference session]. II. Ulusal Çocuk ve Gençlik Edebiyatı Sempozyumu, Ankara, Turkey.
32. Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41-53.
33. Johnson, A. P. (2005). A short guide to action research (2nd ed.). Pearson.
34. Johnson, W. F. (2022). Conducting racial awareness research with African American children: Unearthing their sociopolitical knowledge through Pro-Black literacy methods. Journal of Early Childhood Literacy, 22(3), 408-432.
35. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Doing critical participatory action research. Springer.
36. Kennedy, G. (2010). The effects of skill-focused minilessons on students’ independent use of reading skills during literature circles [Unpublished doctoral dissertation]. Florida Atlantic University.
37. Kim, M. (2004). Literature discussions in adult L2 learning. Language and Education, 18(2), 145–166.
38. Laitinen, S., Lepola, J., & Kajamies, A. (2022). The role of pre-reading skills in the development of task orientation and interest in reading and play from preschool to kindergarten. Journal of Early Childhood Education Research, 11(3), 51-81.
39. Levy, R. (2019). Literature circles: Access to texts. Open words: Access to English Studies, 12(1), 88-109.
40. Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, (30), 73-84.
41. Liu, J. (2022). Using reading circles to connect readers with text extensive reading. Pacific International Journal, 5(3), 112–117.
42. Martínez-Valdivia, E., Pegalajar-Palomino, M., & Higueras-Rodríguez, M. L. (2021). Dialogic literary circles as a methodological strategy for the training of students in early childhood education degree. International Journal of Instruction, 14(3), 255-270.
43. McNiff, J., & Whitehead, J. (2006). All you need know about action research. Sage.
44. Mete, G. (2020). Okuma eğitiminde okuma çemberi yönteminin uygulanması [Implementation of reading circle method in reading education]. Journal of History School, 13(45), 1147-1158.
45. Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Sage.
46. Moeller V. J., & Moeller M. V. (2007). Literature circles that engage middle and high school students. Routledge. Özbay, M., & Kaldırım, A. (2015). Okuma çemberi tekniğinin öğretmen adaylarının eleştirel okuma öz yeterlilik alglarına etkisi [The effect of reading circle technique on the critical reading self-efficacy perception of pre-service teachers]. International Journal of Languages’ Education and Teaching, 3, 222-234.
47. Pambianchi, L. C. (2017). Literature circles in a fifth grade classroom: A qualitative study examining how the teacher and students used literature circles and the impact they have on student learning [Unpublished doctoral dissertation]. Mississippi State University.
48. Pelton, R. P. (2010). Action research for teacher candidates: Using classroom data to enhance instruction. R&L Education.
49. Pensiero, N. (2011). Parent-child cultivation and children’s cognitive and attitudinal outcomes from a longitudinal perspective. Child indicators research, 4(3), 413-437.
50. Pierzga, C. L. (2007). Varying grouping strategies for literature circle: does group composition affect student verbal participation? [Unpublished master's thesis]. Moravian College.
51. Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice?. Review of Educational Research, 90(4), 459-498.
52. Riad, R., Allodi, M, W. Siljehag, E., & Bölte, S. (2023). Language skills and well-being in early childhood education and care: A cross-sectional exploration in a Swedish context. Front. Educ. Sec. Language, Culture and Diversity. 8, 1-16.
53. Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory Into Practice, 21(4), 268–277.
54. Rosenblatt, L. M. (2005). Making meaning with texts: Selected essays. Heinemann.
55. Rich RZ., & Blake S. (1994). Using pictures to assist in comprehension and recall. Intervention in School and Clinic, 29(5), 271-275.
56. Sarı, T., Kurtuluş, E., & Yücel-Toy, B. (2017). Okuma çemberi yönteminin ortaokul 7. sınıf öğrencilerinin okuma-anlama becerilerine etkisinin incelenmesi [Investigation of the effect of reading circle method on reading-comprehension skills of secondary school 7th grade students]. Yıldız Journal of Educational Research, 2(2), 1-14. Sever, S. (2013). Çocuk ve edebiyat [Children and literature]. Tudem. Soares, L. (2016). Literature circles: Something old, something new. Georgia Journal of Literacy, 39(1), 30-36. Somer Ölmez, B., & Değirmenci, G. Y. (2015, June 8-10). Examination of children’s picture books in terms of gender concept [Conference session]. International Eurasian Educational Research Congress, Ankara, Turkey.
57. Straits W., & Nichols S. (2006). Literature circles for science. Science and Children, 44(3), 52-55.
58. Straits, W. (2007). A literature circles approach to understanding science as a human endeavor. Science Scope, 31(2), 32–36.
59. Suci, T. C., Yanto, E. S., & Miftakh, F. (2022). Students’ responses in learning extensive reading through the literature circle. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(9), 3602-3610. Taboada, A., Tonks, S. M., Wiffield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85-106. Thomas, D. (2013). The effects of literature circles on the reading achievement of college reading students [Unpublished doctoral dissertation]. Middle Tennessee State University.
60. Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum. The Association for Supervision and Curriculum Development.
61. Tracey, D., & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. Guilford.
62. Ulutaş, A., & Kıymaz, M. S. (2012). Okul öncesi öğretmen adaylarının çocuk edebiyatı dersine ilişkin beklentileri: Adıyaman ili örneği [The expectations of the preschool teacher candidates from the child literature lesson: Adıyaman case]. Usak University Journal of Social Sciences ,5(3), 68-80.
63. Varita, D. (2017). Improving reading comprehension through literature circles. English Education Journal, 8(2), 234-244.
64. Wati, P. K., & Yanto, E. S. (2022). Engaging vocational students’ self-efficacy in reading comprehension through literature circle. Jurnal Educatio FKIP UNMA, 8(3), 1104–1110.
65. Wilfong, L. G. (2009). Textmasters: Bringing literature circles to textbook reading across the curriculum. Journal of Adolescent & Adult literacy, 53(2), 164-171.
66. Yazıcı Okuyan, H. (2009). Türkçe ve sınıf öğretmenlerinin okuma saatlerinde kullanılan çocuk edebiyatı ürünlerini seçme ölçütleri [The criteria of Turkish teachers and class teachers in choosing the children’s books for reading hour]. Mehmet Akif Ersoy University Journal of Education Faculty, 0(18), 135-159.
67. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9 th ed.) [Qualitative research methods in the social sciences ]. Seçkin.
68. Yıldırım, K., Ateş, S., Çermik, H., & Doğan, B. (2019). Okuma çemberlerinin öğretmen adaylarının okuduğunu anlama düzeylerinin gelişimine etkisi [The effects of literature circles on development of preservice teachers’ reading comprehension levels]. Gazi University Journal of Gazi Educational Faculty, 39(2), 1029-1048.
69. Yükselen, A., Yumuş, M., & Işık, E. (2016). Çocuk kitabı seçme kriterlerine ilişkin okul öncesi eğitimcilerin görüşleri [The preschool educators' views about the criteria for selecting children’s book]. Başkent University Journal of Education, 3(2), 161-168.