COLLEGE LITERATURE CIRCLES: A PEDAGOGICAL STRATEGY OF USE TO ALL DISCIPLINES
Whatever the discipline involved, students must read in order to do assignments or analyze a particular topic, and, as educators, we want them to think critically about the material involved. At the same time, however, we often bemoan the superficial nature of their reading, and their tendency to simply repeat what we teach them in class without truly examining it in depth. On the other hand, do we give them the tools they require to properly understand what they read? During the reading process, do we help motivate them to explore the text and find what they need? In order to better equip her students to grasp their assigned readings, the author tried a new approach, bringing literature circles into the classroom. In this article she gives a brief description of this uncommon college-level pedagogical strategy, and describes how she used it with two introductory French courses. This method, which, naturally, is relevant to literature courses, could prove just as valuable in other disciplines, regardless of the type of material to be read; it is simply a question of making adjustments to the course or curriculum in question.
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