Many elementary age students, as well as secondary and college students, dread the thought of having to read text that is nonfiction. I know that I personally hate reading about dry dates, facts and statistics. For many, myself included, this may be due to the fact that I was never introduced to nonfiction reading in a cooperative and inviting way. However, a third grade teacher in Cedar Rapids, Iowa, recently conducted her own small study to see if she could foster a love for nonfiction texts in her third graders through the use of literature circles. This teacher understood that literature circles provide optimal environments for students to share what they find interesting in the books that they read; however, literature circles often involve the use of fiction texts and students are often more enamored by fictional literature. So to begin with, this teacher suggests that a classroom have two goals for students: to feel ownership and to take responsibility his or her learning. Both of these goals may be accomplished through the use of literature circles.
to being with, the literature circles discussed in this article, "Bridging the Gap Between Fiction and Nonfiction in the Literature Circle Setting," consisted of no more than five students; in fact, it was found that four students in each circle created the best results. In each literature circle, there were six roles for both fictional and nonfictional texts, however, the roles differed depending on the type. For fictional texts, the roles included Artful Artist, Word Wizard, Discussion Leader, Dramatic Reenactor, Story Elements Correspondent, and Personal connector. Literature circles that used nonfictional texts also had the roles of Personal Connector, Word Wizard, and Discussion Leader, yet Fantastic FAct Finder, Timeline Traveler, and Vital Statistics Collector were add to the list.
To begin the use of literature circles, fictional texts would be a good place to start. By using fictional texts, the students can focus more on becoming effective with the literature circle discussions and such before having to worry about to much. After about two months of modeling and using literature circles with fictional texts, it may be time to introduce nonfictional texts. It is suggested in the article that biographies be used to bridge the gap between fiction and nonfiction because they contain elements of both reading categories. Once students are seen collaboratively constructing meaning for what they read through use of prior knowledge, information from the text, making logical interpretations of what they read, creating subtopics, and building on others' comments, it may be time to introduce more diverse nonfictional texts. When students can accurately read, respond, react, construct meaning, and discuss these diverse nonfictional texts, it is clear that they are responding to the texts in an aesthetic and efferent way.
However, if students are struggling to do all of this, the choosing fiction and nonfiction companion books may be helpful. This will support students understanding of the general nonfictional concept before the nitty gritty details are introduced. Often times, by organizing literature circles in this way, students will be found cruising through the fiction books so that they can get to the nonfiction companion books.
Even though many benefits from literature circles have been discussed above, I would also like to mention a few more. Literature circles provide the skills needed to discuss topics and problem solve across all curriculum areas. They improve students' willingness to listen to not only their peers, but other as well, and to value the ideas of others. Literature circles truly put students in charge of their own learning and gain a sense of empowerment in their lives.
All in all, literature circles give readers an opportunity to become literate, become critical thinkers, and create their own destination in the reading process. Students learn best when given the opportunity to engage with new ideas and make them their own. Learning best occurs when interactions of the individual and others are present and social support is present. Literature circles are meant to provide all of these components for students to increase their attitude towards reading and reading skills. Perhaps if literature circles were used in introducing more nonfictional texts to reader, an interest in reading and discussing nonfictional texts and topics would develop in more and more students. After all, readers will encounter information and nonfictional texts for the rest of their lives, so they should be given the opportunity to learn to enjoy and appreciate this type text.