Research
Allen, J., Moller, K.J., & Stroup, D. (2003, July-September ). "Is this some kind of soap opera?": A tale of two readers across four literature discussion contexts. Reading & Writing Quarterly, 19, 3, 225-252.

Almasi, J.F. (1995). The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.

Almasi, J.F., Arya, P., & O’Flahavan, J.F. (2001). A comparative analysis of student and teacher development in more and less proficient discussions of literature. Reading Research Quarterly, 36, 96-120.

Almasi, J.F., McKeown, M.G., & Beck, I.L. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research, 28, 1, 107-146.

Alvermann, D. (1996). Peer-led discussions: Whose interests are served? Journal of Adolescent & Adult Literacy, 39, 4, 282-289.

Alvermann, D., Young, J.P., Weaver, D., Hinchman, K.A., Moore, D.W., Phelps, S.F., Thrash, E.C., & Zalewski, P. (1996). Middle and high school students’ perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 3, 244-267.

Beeghly, D.G. (2005, September). It's about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult Literacy, 49, 1, 12-21.

Berne, J.I. & Clark, K.F. (2006, May). Comprehension strategy use during peer-led discussions of text: Ninth graders tackle "The Lottery." Journal of Adolescent & Adult Literacy, 49, 8, 674-686.

Bettis, P. & Roe, M.F. (2008). Reading girls: Living literate and powerful lives. Research in Middle Level Education Online, 32, 1, 1-18.

Blum, T.H., Lipsett, L.R., & Yocom, D.J. (2002). Literature circles. Remedial & Special Education, 23, 2, 99-108.

Boyd, F.B. (2002). Motivation to continue: Enhancing literacy learning for struggling readers and writers. Reading & Writing Quarterly, 18, 3, 257-277.

Commeyras, M. & Sumner, G. (1996). Literature discussions based on student-posed questions. Reading Teacher, 50, 3, 262-265.

Corden, R.E. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1, 3, 347-367.

Dutro, E. (2001, December). 'But that's a girls' book!' Exploring gender boundaries in children's reading practices. Reading Teacher, 55(4), 376.

Evans, K.S. (1996). A closer look at literature discussion groups: The influence of gender on student response and discourse. New Advocate, 9, 3, 183-196.

Evans, K.S. (1996). Creating spaces for equity? The role of positioning in peer-led literature discussions. Language Arts, 73, 3, 194-202.

Evans, K.S., Alvermann, D., & Anders, P.L. (1998). Literature discussion groups: An examination of gender roles. Reading Research and Instruction, 37, 2, 107-122.

Eeds, M. & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-29.

Farinacci, M. (1998). “We have so much to talk about!”: Implementing literature circles as an action-research project. The Ohio Reading Teacher, 32, 2, 4-11.

Frank, C., Dixon, C., & Brandts, L. (2001, February). Bears, trolls, and pagemasters: Learning about learners in Book Clubs. Reading Teacher, 54(5), 448-462.

Keefer, M.W., Zeitz, C.M., & Resnick, L.B. (2000). Judging the quality of peer-led student dialogues. Cognition and Instruction, 18, 1, 53-81.

Lehman, B.A. & Scharer, P.L. (1996). Reading alone, talking together: The role of discussion in developing literary awareness. The Reading Teacher, 50, 1, 26-35.

Lehman, B.A. & Scharer, P.L. (1996). Teachers’ perspectives on response comparisons when children and adults read children’s literature. Reading Research and Instruction, 35, 2, 142-152.

Lewis, C. (1997). The social drama of literature discussions in a fifth/sixth grade classroom. Research in the Teaching of English, 31, 2, 163-204.

Martinez-Roldan, C.M. & Lopez-Robertson, J.M. (1999/2000). Initiating literature circles in a first-grade bilingual classroom. The Reading Teacher, 53, 4, 270-281.

McElvain, C.M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33, 2, 178-205.

McMahon, S.I. & Goatley, V.J. (1995). Fifth graders helping peers discuss texts in student-led groups. Journal of Educational Research, 89, 1, 23-34.

Medina, C. (2010). "Reading across communities" in biliteracy practices: Examining translocal discourses and cultural flows in literature discussions. Reading Research Quarterly, 45, 1, 40-60.

Morocco, C., & Hindin, A. (2002, August). The role of conversation in a thematic understanding of literature. Learning Disabilities Research & Practice, 17(3), 144-159.

O’Flahavan, J.F. (1995). Teacher role options in peer discussions about literature. The Reading Teacher, 48, 4, 354-356.

Raphael, T.E. & McMahon, S.I. (1994). Book club: An alternative framework for reading instruction. Reading Teacher, 48, 2, 102-116.

Rush, K. & Lipski, K. (2009). Teaching social skills through children's literature. Illinois Reading Council Journal, 37, 4, 20-25.

Scharer, P.L. & Peters, D. (1996). An exploration of literature discussions conducted by two teachers moving toward literature-based reading instruction. Reading Research and Instruction, 36, 1, 33-50.

Short, K.G. (1984). Literacy as a collaborative experience: The role of intertextuality. Doctoral dissertation. Indiana University.

Short, K.G., Kaufman, G., Kaser, S., Kahn, L.H., & Crawford, K.M. (1999). “Teacher-watching”: Examining teacher talk in literature circles. Language Arts, 76, 5, 377-385.

Smith, M.W. (1996). Conversations about literature outside classrooms: How adults talk about books in their book clubs. Journal of Adolescent & Adult Literacy, 40, 3, 180-186.

Smith, S.A. (2000). Talking about “real stuff”: Explorations of agency and romance in an all-girls book club. Language Arts, 78, 30-38.

Sportsman, E.L., Certo, J.L., Bolt, S.E., & Miller, J.A. (2011). Literature circles: Social and leadership development among at-risk students. School Psychology Forum: Research in Practice , 5, 1, 13-28. Retrieved from http://www.nasponline.org/publications/spf/issue4_5/Literature_Circles_and_At-Risk_Students.pdf

Stringer, S.J., Reynolds, G.P., & Simpson, F.M. (2003). Collaboration between classroom teachers and a school counselor through literature circles: Building self-esteem. Journal of Instructional Psychology, 30, 1, 69-76.

Villaume, S.K. & Hopkins, L. (1995). A transactional and sociocultural view of response in a fourth-grade literature discussion group. Reading Research and Instruction, 34, 190-203.

Wilfong, L.G. (2009, October). Textmasters: Bringing literature circles to textbook reading across the curriculum. Journal of Adolescent & Adult Literacy, 53, 2, 164-171.

Best Practice Articles
Anderson, P.L. & Corbett, L. (2008). Literature circles for students with learning disabilities. Intervention in School & Clinic, 44, 1, 25-33.

Beeghly, D.G. (2005). It's about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult Literacy, 49, 1, 12-21.

Berne, J.I. & Clark, K.F. (2008). Focusing literature discussion groups on comprehension strategies. The Reading Teacher, 62, 1, 74-79.

Boardman Moen, C. (2005). Literature circles revisited. Book Links, 14, 5, 52-53.

Brabham, E.G. & Villaume, S.K. (2000). Continuing conversations about literature circles. The Reading Teacher, 54, 3, 278-280.

Brevig, L. (2006, March). Engaging in retrospective reflection. The Reading Teacher, 59 (6), 522-530.

Burda, K. (2000). Living and learning: A four-year journey into literature circles. Primary Voices K-6, 9, 1, 17-23.

Burns, B. (1998). Changing the classroom climate with literature circles. Journal of Adolescent & Adult Literacy, 42, 2, 124-129.

Bruce, H. (2003). Hoop dancing: Literature circles and Native American storytelling. English Journal, 93, 1, 54-59.

Casey, H.K. (2008). Engaging the disengaged: Using literature clubs to motivate struggling adolescent readers and writers. Journal of Adolescent & Adult Literacy, 52, 4, 284-294.

Chandler, K. (1996). “Make it more real”: Book groups, “Make Lemonade,” and the school nurse. ALAN Review, 24, 1, 16-19.

Clarke, L.W. (2007). Discussing Shiloh: A conversation beyond the book. Journal of Adolescent & Adult Literacy, 51, 2, 112-122.

Clarke, L.W. & Holwadel, J. (2007). "Help! What is wrong with these literature circles and what can we do to fix them?". The Reading Teacher, 61, 1, 20-29.

Collins, J. (2010). Transform global literature circles with Web 2.0. Library Media Connection, 29, 2, 24-25.

Conry, C.E. (1997). A student teacher’s experiences structuring literature-based discussions. English Journal, 86, 8, 82-85.

Cox, E. & Lacey-Parrish, A. (2010). Shifting to literature circles. School Library Monthly, 27, 2, 43-45.

Crapse, L. (1995). Helping students construct meaning through their own questions. Journal of Reading, 38, 5, 389-390.

Daniels, H. (2002). Expository text in literature circles. Voices from the Middle, 9, 4, 7-14.

Daniels, H. (2003). How can you grade literature circles? Voices from the Middle, 11, 1, 52-53.

DeVault, N. (2009). Literature circles in library class. Library Media Connection, 28, 1, 24-25.

DeVick-Fry, J. & LeSage, T. (2010). Science literacy circles: Big ideas about science. Journal of Adolescent & Adult Literacy, 47, 2, 35-40.

Dickinson, J. (1995). Talk and picture books in intermediate classrooms. Primary Voices K-6, 3, 1, 8-15.

Diehl, H. (2005, September). Snapshots of our journey to thoughtful literacy. The Reading Teacher, 59 (1), 56-69.

Dong, Y. (2006, October). Learning to think in English. Educational Leadership, 64(2), 22-26.

Dugan, J. (1997). Transactional literature discussions: Engaging students in the appreciation and understanding of literature. The Reading Teacher, 51, 2, 86-96.

Dyer, J., Conley, T., & Lovedahl, A. (2000). Talking about books right from the start: Literature study in first, second, and third grade. Primary Voices K-6, 9, 1, 27-33.

Eeds, M. & Peterson, R. (1997). Literature studies revisited: Some thoughts on talking with children about books. New Advocate, 10, 1, 49-59.

Fain, J.G. (2008). "Um, they weren't thinking about their thinking": Children's talk about issues of oppression. Multicultural Perspectives, 10, 4, 201-208.

Finke, J. & Edwards, B. (1997). Teacher education students’ insights from intergenerational literature circles. Journal of Teacher Education, 48, 5, 367-378.

Frailey, M., Buck-Rodriguez, G., & Anders, P.L. (2009). Literary letters: Developmental readers' responses to popular fiction. Journal of Developmental Education, 33, 1, 2-13.

Gavelek, J.R. & Raphael, T.E. (1996). Changing talk about text: New roles for teachers and students. Language Arts, 73, 3, 182-192.

George, M.A. & Stix, A. (2000). Using multilevel young adult literature in middle school American studies. Social Studies, 91, 1, 25-31.

Geraci, P.M. (2003). Promoting positive reading discourse and self-exploration through a multicultural book club. Journal of Correctional Education, 54, 2, 54-60.

Gilbert, L. (2000). Getting started: Using literature circles in the classroom. Primary Voices K-6, 9, 1, 9-16.

Gilles, C., Dickinson, J., McBride, C., & Vandover, M. (1994). Discussing our questions and questioning our discussions: Growing into literature study. Language Arts, 71, 499-508.

Goldberg, S.M. & Pesko, E. (2000). The teacher book club. Educational Leadership, 57, 8, 39-41.

Gray, E.S. (2009). The importance of visibility: Students' and teachers' criteria for selecting African American literature. The Reading Teacher, 62, 6, 472-481.

Grisham, D.L. & Wolsey, T.D. (2006). Recentering the middle school classroom as a vibrant learning community: Students, literacy, and technology intersect. Journal of Adolescent & Adult Literacy, 49, 8, 648-660.

Hauschildt, P.M. & McMahon, S.I. (1996). Reconceptualizing “resistant” learners and rethinking instruction: Risking a trip to the swamp. Language Arts, 73, 8, 576-586.

Hollifield, T. (2000). Reflections from an inclusion teacher. Primary Voices K-6, 9, 1, 24-26.

Holt, J. & Bell, B.H. (2000). Good books, good talk, good readers. Primary Voices K-6, 9, 1, 3-8.

Isaacs, K.T. (2010). Promoting literature through book discussion. Book Links, 19, 5, 32-34.

Jaeger, L. & Demetriadis, S.N. (2002). Book club on a budget. School Library Journal, 48, 3, 47.

Johnson, D. (2010). Teaching with authors' blogs: Connections, collaboration, creativity. Journal of Adolescent & Adult Literacy, 54, 3, 172-180.

Johnson, H. (2000). “To stand up and say something”: “Girls only” literature circles at the middle level. New Advocate, 13, 4, 375-389.

Kaback, S.S. (1999). What are you doing tomorrow? Teachers, students, and parents light the reading fire. New Advocate, 12, 3, 277-280.

Katz, C.A., Kuby, S.A., & Hobgood, J.M. (1997). Trapped in a month of Mondays (middle school). Journal of Adolescent & Adult Literacy, 41, 2, 152-155.

Keefe, C.H. (1995). Literature circles: Invitations to a reading and writing community. LD Forum, 21, 1, 20-22.

Keehn, S., & Roser, N. (2002). Fostering thought, talk, and inquiry: Linking literature and social studies. The Reading Teacher, 55, 416-426.

King, C. (2001). “I like group reading because we can share ideas”: The role of talk within the literature circle. Reading, 32, 1, 32-36.

Kitsis, S. (2010). The virtual circle. Educational Leadership, 68, 1, 50-56.

Klages, C., Pate, S., & Conforti, Jr., P.A. (2007). Virtual literature circles. Curriculum & Teaching Dialogue, 9, 1/2, 293-309.

Lloyd, S.L. (2004). Using comprehension strategies as a springboard for student talk. Journal of Adolescent & Adult Literacy, 48, 2, 114-124.

Lohmiller, D. (2010). Jump-start collaboration. Library Media Connection, 29, 3, 38-40.

Long, T.W. & Gove, M.K. (2003/2004). How engagement strategies and literature circles promote critical response in a fourth-grade, urban classroom. The Reading Teacher, 57, 4, 350-361.

Love, K. (2002). Mapping online discussion in senior English. Journal of Adolescent & Adult Literacy, 45, 5, 382-397.

Maloch, B. (2004, March). One teacher's journey: Transitioning into literature discussion groups. Language Arts, 81(4), 312-322.

Martinez-Roldan, C. & Lopez-Robertson, J. (1999). “Stopk, think and listen to the heart”: Literature discussions in a primary bilingual classroom. New Advocate, 12, 4, 377-379.

McCall, A.L. (2010, June). Teaching powerful social studies ideas through literature circles. Social Studies, 101, 4, 152-159.

McIntyre, E. (2007, April). Story discussion in the primary grades: Balancing authenticity and explicit teaching. The Reading Teacher, 60(7), 610-620.

McKee, B. (2005). Adventures with a high school book club. Library Media Connection, 23, 4, 44-46.

McKenna, E.M. (1996). Moving toward a student-centered literature class. Teaching and Change, 3, 2, 130-147.

Mizokawa D.T. & Hansen-Krening, N. (2000). The ABCs of attitudes toward reading: Inquiring about the reader's response. Journal of Adolescent & Adult Literacy, 44, 1, 72-80.

Montgomery, W. (2000). Literature discussion in the elementary school classroom: Developing cultural understanding. Multicultural Education, 8, 1, 33-36.

Moreillon, J., Hunt, J., & Ewing, S. (2009, December). Learning and teaching in WANDA Wiki wonderland: Literature circles in the digital commons. Teacher Librarian, 37, 2, 23-38.

Noll, E. (1994). Social issues and literature circles with adolescents. Journal of Reading, 38, 2, 88-93.
Peralta-Nash, C. (2003). Literature circles in a bilingual classroom: The power of language choice. New Advocate, 16, 1, 57-61.

Pearson, C. (2010). Acting up or acting out? Unlocking children's talk in literature circles. Literacy, 44, 1, 3-11.

Peralta-Nash, C. & Dutch, J.A. (2000). Literature circles: Creating an environment for choice. Primary Voices K-6, 8, 4, 29-37.

Pierce, K.M. (1995). A plan for learning: Creating a place for exploratory talk. Primary Voices K-6, 3, 1, 16-29.

Rice, P. (2005, December). It "ain't" always so: Sixth graders' interpretations of Hispanic-American stories with universal themes. Children's Literature in Education, 36(4), 343-362.

Rogers, R. (2002, May). 'That's what you're here for, you're suppose to tell us': Teaching and learning critical literacy. Journal of Adolescent & Adult Literacy, 45(8), 772.

Samway, K., Whang, G., Cade, C., Gamil, M., Lubandina, M., & Phommachanh, K. (1991). Reading the skeleton, the heart, and the brain of a book: Students' perspectives on literature study circles. The Reading Teacher, 45, 196-205.

Schleper, D.R. (1996). Talking about books. Perspectives in Education and Deafness, 14, 3, 7-10.

Scott, J.E. (1994). Literature circles in the middle school classroom: Developing reading, responding, and responsibility. Middle School Journal, 26, 2, 37-41.

Short, K.G. (1999). The search for “balance” in a literature-rich curriculum. Theory into Practice, 38, 130-137.

Spiegel, D.L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52, 2, 114-124.

Stewart, P. (2009). Facebook and virtual literature circle parnership in building a community of readers. Knowledge Quest, 37, 4, 28-33.

Stien, D. & Beed, P.L. (2004). Bridging the gap between fiction and nonfiction in the literature circle setting. The Reading Teacher, 57, 6, 510-518.

Straits, W.J., Zwiep, S.G., & Wilke, R.R. (2011). Connecting students to science through structured reading of historical nonfication. Journal of College Science Teaching, 40, 3, 26-31.

Whitin, P. (2002). Leading into literature circles through the sketch-to-stretch strategy. The Reading Teacher, 55, 444-450.

Wolsey, T.D. (2004, January/February). Literature discussion in cyberspace: Young adolescents using threaded discussion groups to talk about books. Reading Online, 7(4). Available: http://www.readingonline.org/articles/art_index.asp?HREF=wolsey/index.html