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Alvermann, D. E., Young, J. P., Green, C., & Wisenbaker, J. M. (1999). Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs. American Educational Research Journal, 36(2), 221-264.
Casey, H. K. (2008). Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers. Journal of Adolescent & Adult Literacy, 52(4), 284-294.
Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining middle-school students' uses of Diigo annotations to engage in collaborative argumentative writing. In Handbook of research on digital tools for writing instruction in K-12 settings (pp. 80-101). IGI Global.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse Publishers.
Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36(4), 350-377.
Polleck, J. N., & Epstein, T. (2015). Affirmation, analysis, and agency: Book clubs as spaces for critical conversations with young adolescent women of color. Reading Horizons: A Journal of Literacy and Language Arts, 54(1), 5.
Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000). Longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Journal, 37(3), 633-662.
Scharber, C. (2009). Online book clubs: Bridges between old and new literacies practices. Journal of Adolescent & Adult Literacy, 52(5), 433-437.
Whittingham, J. L., & Huffman, S. (2009). The effects of book clubs on the reading attitudes of middle school students. Reading Improvement, 46(3), 130-137.
Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of audiobooks in a school library and positive effects of struggling readers' participation in a library-sponsored audiobook club. School Library Research, 16, 1-18.
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