Book Club is "Da Bomb": Early Adolescent Girls Engage with Texts, Transactions, and Talk.

Autor/in	Smith, Sally A.
Titel	Book Club is "Da Bomb": Early Adolescent Girls Engage with Texts, Transactions, and Talk.
Quelle	(1997), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Literature; Black Students; Early Adolescents; Females; Grade 6; Hispanic American Students; Hispanic Americans; Intermediate Grades; Middle Schools; Reader Response; Reading Attitudes; Reading Interests; Reading Material Selection; Reading Motivation; Recreational Reading; Sex Differences; Student Attitudes; White Students + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Weibliches Geschlecht; School year 06; 6. Schuljahr; Schuljahr 06; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mittelstufe; Middle school; Mittelschule; Mittelstufenschule; Leserbrief; Reading behavior; Rading behaviour; Leseverhalten; Leseinteresse; Lesemotivation; Häusliche Lektüre; Sex difference; Geschlechtsunterschied; Schülerverhalten
Abstract	A study examined critical literacy and how texts, transactions, and talk enabled girls to examine their positions as readers and negotiate their identities in relation to novel characters and one another. Participants were eight sixth-grade girls of European American, African American, and Latina backgrounds and the participant researcher, a white woman. The setting was the after-school program of an independent middle school in a large northeastern city. Participants selected, read, and discussed 4 young adult novels in an informal setting during 17 sessions. Data collection included Book Club meeting discussion audio tapes and four audio-taped individual participant interview sessions over a 9-month period. Transcriptions of all the audio tapes, along with three written responses, and observational notes of sessions, interviews, and an author visit, became the basis for analysis. Results indicated that preliminary analysis of the data pointed to Book Club as a site where early adolescent girls were able to raise their own agenda and negotiate their issues and identities, within the multiple positions of race, age, and culture, when the variable of gender was removed. (Contains 35 references.) (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC