Although literature has extensively documented the stereotypes of developing learning communities in schools through book clubs— especially to improve literacy— little is revealed about varied indicators of improvements, such as student self-identification, authentic dialogues, and transforming small groups into learning communities. In this respect, formal efforts on adopting book clubs to improve literacy in Saudi Arabia are simply absent. This thesis presents research findings that seek to explore the effect of book clubs on improving literacy and building a learning community among seventh-grade, under-performing students in Canada. This thesis is contextualized through a thorough review of related literature and discussion of findings from classroom observations, and students’ interviews. The completion of this thesis indicates positive, causal relationships between using a book club as a learning tool and building a learning community, thus improving literacy. The research concludes with implications for using book clubs in Saudi Arabia.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/32168 |
| Date | 01 March 2012 |
| Creators | Alghamdi, Dalia Jamal |
| Contributors | Kooy, Mary |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0017 seconds