Creating a Culture of Reading in High School

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Creating a Culture of Reading in High School:

Student Book Clubs Work

Presented at the

ASLA XXI Biennial Conference
Perth, Australia
September 30, 2009


Bonnie McComb

Executive Member, British Columbia Teacher Librarians’ Association
Teacher-Librarian, Parkland Secondary, Sidney, BC

In 2003, I started a Masters in Curriculum and Instruction at the University of Victoria. My original plan was to look at student literacy on the internet, but when I considered what made me feel passionate about my job as a teacher-librarian and literacy, I realized it was and is my lifelong love of reading and the enrichment my own book club adds to my life. The wonderful English teachers at Parkland Secondary agreed to be the subjects of my study: How teachers integrate book clubs into their classrooms. We started off having our own book club using Harvey Daniels’ very practical book Literature Circles: Voice and Choice in Book clubs & Reading Groups. What I discovered over the course of a year is that those teachers who were in their own book clubs found it much easier to integrate book clubs because they had experienced the rich conversations that emerge and that some teachers find it difficult for a variety of reasons. Since that time, a core group of English teachers have used literature circles or book clubs. They teach one class novel and then have the students read a second novel or nonfiction book in a book club. The result has been an astonishing increase in our library circulation as some books become ‘’viral’’ and students hear about and want to read what their friends are reading. Each year, we add new recently published books to our book club sets. There is nothing more exciting than seeing a class of students rush to sign up for certain books or offer to buy their own books if we don’t have enough copies.
This is a practical ‘’how to do it’’ workshop for those teacher librarians and English teachers who would like to know where to start.

What Are Book Clubs?

(aka Literature Circles)

...literature circles are a form of independent reading,

structured as collaborative small groups, and

guided by reader response principles

in light of current comprehension research

(Daniels, 2002, p. 38)

Harvey Daniels, one of the early implementers and influential proponents of literature circles, believes an authentic literature circle will manifest most of these 11 key features:

1. Students choose their own reading materials

2. Small temporary groups are formed, based on book choice

3. Different groups read different books

4. Groups meet on a regular, predictable schedule to discuss their reading

5. Kids use written or drawn notes to guide both their reading and discussion

6. Discussion topics come from the students

7. Group meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are welcome

8. The teacher serves as a facilitator, not a group member or instructor

9. Evaluation is by teacher observation and student self-evaluation

10. A spirit of playfulness and fun pervades the room

11. When books are finished, readers share with their classmates, and then new groups form around new reading choices (2002 18).

Why Do Book Clubs in High School?
A Teaching Perspective

  1. Book clubs are an excellent teaching and literacy strategy

  2. Book clubs are fun. Students love them!

  3. Book clubs give students choice:

    1. Choice of the book to read

    2. Choice of book club style

    3. Choice of what to talk about in the book club meeting

    4. Choice in what to share with the class about their book

  4. Book clubs meet individual student reading needs. In a class of 30, not everyone wants to read or enjoys the same book. With book clubs, students can join up with others with similar tastes.

  5. Book clubs introduce students to a range of discussion topics. For example, World War I or II, Stockholm Syndrome, schizophrenia, social problems, mountain climbing.

  6. Book clubs can be adapted to a teacher’s teaching style or the type of class. Some classes need more structure; some students are mature enough to have more freedom.

  7. Book clubs are easy to implement. The key to success is a good book the student wants to read.

  8. Book clubs introduce students to at least 6 or 7 good books by the end of the unit, not just one that has been over-analysed ad nauseum. This has had a huge impact on increasing reading because students often come in to the library to check out the books they have heard about in class or make a list for the summer.

  1. Book clubs were endorsed by the National Council of Teachers of English in 1996 and identified as one of the best classroom practices in the teaching of reading and writing.

How Teacher Librarians Can Initiate and Support Book Clubs

What do I do? How Do I Get Started? What comes first?

  1. Start small. Remember that significant change takes 3 to 5 years

  1. Provide in-service. Host a mini-workshop at an English faculty meeting (Daniels’ book provides two step-by-step examples at the back for teachers and parents).

  1. Ask if someone is willing to experiment with you. Collaborate with teachers who are open to the idea. It just takes one to start.

  2. Initiate the purchasing of book clubs sets. Figure out how book clubs can support the curriculum and teachers in your school. For example, if a teacher does a genres unit, suggest purchasing a variety of titles to support one of the genres. If students need to do connected texts in year 11, suggest book club sets that make good connected text choices. Suggest to History teachers that they encourage students to read one historical novel related to their course then purchase titles with a range of reading levels.

  1. Offer to do a book talk for one English class then buy sets of books for the ones students choose to read in groups. This is a very powerful thing to do because students get very excited about choosing books. When books are purchased for them, they feel as though their opinions matter and they feel a deep ownership of their choice.

  1. Host a professional book club using Harvey Daniels’ Literature Circles: Voice and Choice in Book Clubs & Reading Groups or Mini Lessons for Literature Circles.

  1. Start a student book club as a co-curricular activity at lunch time. Serve tea and cookies.

  2. Keep up with new and award winning fiction. Students and teachers who love to read will be delighted when you recommend titles to them. Teachers then promote these titles to students.

Challenges and Solutions


The idea of giving up a single text and using book clubs can be quite intimidating and scary at first. It means that teachers need to give up the role of literature expert and using one text to giving students autonomy to use multiple texts with multiple meaning. It means teachers have to give up control and facilitate a student-centred classroom.


Teachers who are in their own book clubs often find it easier to try book clubs because they have experienced rich conversations themselves. Teachers need to integrate book clubs into their classroom in their own way to fit their own teaching style but it really helps if they have a book club workshop or a mentor to guide them. Our English teachers share their handouts for book clubs with new teachers who then adapt them.


Some classes have challenging personality combinations and students who hate reading or won’t do work.


Even the most experienced teachers sometimes have groups that don’t work or lessons that are less than successful. This is the nature of teaching. Like any teaching strategy, teachers need to give it a try and not get discouraged by some of the bumps along the way.

Teachers should start small. They can try the strategy with poems or short stories first. Harvey Daniels books both have excellent chapters on troubleshooting things such as what do I do if the student comes unprepared, what I do if students finish at different time, etc. etc.
When students get to read something they choose themselves and have an opportunity to read and discuss it with their peers in an open conversation, many students who say they hate reading become engaged and enthusiastic. Choice is a powerful motivator.

Use Library Statistics to Support

Literature Circles, School Literacy and Library Funding

There is so much research on the effectiveness of literature circles for improving literacy and reading fluency. Share some of this with your administrators.

Use your library statistics to show the increase in reading in your school. This is good data to support school literacy goals, library funding, and library staffing.
Our circulation statistics have increased significantly over the past 8 years because of our silent reading program and book clubs.

Parkland Library Circulation Statistics have increase significantly over an 8 year period: Book clubs started in 2003





Fire Yr






Book Club Fiction










Book Club Nonfiction









Example of How One English 12 Teacher1

Organizes Her Book Clubs

Overview and Schedule:

Attached is the schedule for the next 4 weeks. We will be working on three separate but connected units: book clubs, poetry, and essay writing.

You will have a choice of a number of books and will be put into a group depending on the top three books that you choose. You are guaranteed to be in a club for one of your top three choices. The book club will then decide on your reading schedule for each of the meeting days.

Your book club will also keep a file folder with the information recorded from each of your in-class meetings, including attendance and notes taken on the discussion. Marks will be given to your group for each of your meetings on the quality and clarity of the notes. Each session will be marked out of 6 for a total of 30 marks.

Book club discussions will not be for the entire class as scheduled but for approximately half of the class (45 minutes) as we will be studying poetry as well.
The final two book club meetings will be to plan your presentations on your book to the class. Criteria for this will be given separately.
Semester System: Daily 90 minutes classes; 15 minutes silent reading per day






April 24


Get books

Set deadlines




Meeting 1

45 min

May 1


Meeting 2

45 min




Meeting 3

45 min



Meeting 4

45 min




Final meeting

Book is read





Time to work on presentations


Time to work on presentations


Pro-D Day



Book Club Presentations


Book Club Presentations


Book Club Presentations

You will have a choice of a number of books and will be put into a group depending upon the top three books that you choose. You are guaranteed to be in a club for one of your top choices. You group will then decide on your reading schedule for each of the meeting days. In your groups, you will be responsible for setting deadlines, coming to class prepared for a discussion and compiling a portfolio of your discussions and impressions of the book:
Your book club meeting dates are:
_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

Presentations will be on:

_____________________ _____________________

For each book club meeting, you must come prepared with

  • The agreed upon chapters/pages read

  • Ideas on what you liked/disliked/or are not sure about to help bring focus to your discussions and clear up any questions you have

  • The book itself so you can find passages/information discussed

  • If you have a comment/passage you would like to look at or discuss, mark the page with a post-it note

Meeting Portfolio/Folder:

At each meeting you will be compiling the ideas and comments from your group. One person should act as a recorder of the comments made and the main topics of discussion. Attendance will be taken and recorded at each meeting by the group. Portfolios must stay in the classroom. Marks will be given to your group for each of your meetings on the quality and clarity of the notes. Each session will be marked out of 6.

At the end of each meeting, your group will write down three things about your meeting that either went well or that need to be worked on. You will then adopt a specific goal for improvement for you next discussion (e.g. “Ask more questions’ or ‘Prove it with the book’ or ‘We need to listen to each other better’ or ‘We need to focus more on ...’
Group Presentation:
Your final project will be to present the book to the class in a form chosen by your group. The presentations should be approximately 15-20 minutes long.
Your final project will be to present the main ideas about the book to the class in a form chosen by your group. The presentations should be approximately 15-20 minutes long.
Some ideas for presenting your book-

  • Panel discussion

  • Artwork interpreting the book

  • An advertising campaign for the book

  • Interviews with characters from the book

  • Fictionalized interview with the author

  • Pros and cons of the book

  • Any other way of presenting the themes or the characters

You want to think about-

  • Would we recommend this to others in the class to read? Why or why not?

  • What did we like about the book? Didn’t like?

  • How do we get this across to the class?

  • How can we evoke the moods, themes, important information, or events of the book?

  • Some people in presentations have brought in food, music, read parts of the book, shown video clips, etc.)

Marking Criteria:

  • Well organized, spoke clearly, clear introduction and conclusion

  • Clearly focussed on the themes and important information from the book

  • Creative and informative; kept class interested

  • Each group member was involved and knew his/her role

Book Club Presentation Evaluation
Names of Group Member: ___________________________________________________
Book being presented: ______________________________________________________

Well organized, clear introduction and conclusion, good speaking skills

Clearly focussed on the themes and important information from the book
Creative and informative; kept class interested
Each group member was involved and knew his/her role

Total: /24

Book Club Presentation Evaluation: 2
Names of Group Member: ___________________________________________________
Book being presented: ______________________________________________________

Introduction and conclusion clearly organized

Storyline/main themes and ideas presented well

Recommendations made? For whom? Why or why not?

Overall organization of presentation
Roles set out and members what who is doing what when.


Other comments: Total: /24


Please fill out and give to me today. You will be guaranteed to have one of your top three, depending upon the other students’ choices. Book clubs will have 4-5 students in each depending upon the books chosen.
NAME: ________________________
TITLE: 1. ___________________________________________

2. ___________________________________________

3. ___________________________________________


Please fill out and give to me today. You will be guaranteed to have one of your top three, depending upon the other students’ choices. Book clubs will have 4-5 students in each depending upon the books chosen.
NAME: ________________________
TITLE: 1. ___________________________________________

2. ___________________________________________

3. ___________________________________________


Please fill out and give to me today. You will be guaranteed to have one of your top three, depending upon the other students’ choices. Book clubs will have 4-5 students in each depending upon the books chosen.
NAME: ________________________
TITLE: 1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

Book Club Meeting Reflections Sheets

Use this as a model at the end of each meeting

Date: _________________________ Meeting # _____

  1. Describe in complete sentences three things you accomplished during your meeting

  1. What are your goals for the next meeting?

  1. What do individual group members need to do to reach these goals? (Include names)

  1. What went really well during your meeting?

  1. What went poorly? Why did this happen? What do you need to do to prevent it from happening again?

Monthly Book Club Approach
Schedule based on-

  • Semester system: 90 minute classes from February to June

  • Students read silently for the first 15-20 minutes of every class

  • Students meet every Friday for book clubs

  • Students select a new book and a new group each month

  • Students complete 4 book clubs in each year level

Book Club Organization:

    1. Students form groups of 4 to 6 based on a book they want to read.

    2. Each month students select a new book and a new group of students

    3. Fridays are devoted to book club:

      • First Friday: Choose book and group

      • Second Friday: Discuss the book

      • Third Friday: Discuss book and plan presentation

      • Fourth Friday: Present the book to the class.

    4. Each month will focus on a different theme so students can select the same book as a previous group but focus on a different theme:

February: Characters

March: Plot

April: Conflict
May: Theme


    • Presentations should be 10 minutes long
      How you present your book is up to you

    • Include a brief synopsis of the book

    • Discuss the character, plot, conflict, or theme

    • Include a creative activity or product: poster, debate, interview with characters, dramatization, etc.

    • Rate the book for the rest of the class

At the end of each Friday (excluding Presentation days) your group will be responsible for handing in a brief outline of your groups’ activities that day. Please include which members were present, what you talked about, and what decisions you made.

Book Club for ESL Students
Over the next few weeks you will be working in partners or small groups, reading and exploring a novel of your choice, and using a book club format for discussion. Your book club should consist of between 2 to 4 students. You will be responsible for 3 entries in your response journal every Friday, a one page record of your notes from your Friday discussion group, and a group classroom presentation about the book.

Book Club Discussions

You will have 3 scheduled meetings in class to discuss your book. As a group, you decide how much you will read for each meeting, Individually, you are responsible for having your reading done and taking 3 questions, observations, or ideas to the meeting. At the end of each meeting, you group must submit at least one page of notes that record the main ideas in the meeting. (10 marks each week)

Reading Response Journal

You are responsible for completing response journal entries each week in your journal from the list of Journal Ideas. (15 marks each week)
Class Presentations
When you finish the book, share your reading experience with the class. As a group, you decide how best to present the material. Give your audience something of value. The presentation should include

  • An introduction to the characters and plot (not the whole story)

  • Discussion about the aspect of the book you most enjoyed

  • An excerpt from the book

  • Discussion about some of the big ideas about life or issues in the book or as an extension to the book.

  • A visual display of some kind (poster, storyboard, object, etc.) It’s up to your group! Be creative! (25 marks)

In possession of the book ____________________________
First Friday meeting ____________________________
1st Journal entry due
one page group notes
Second Friday meeting ____________________________
2nd Journal entry due

one page group notes

Third Friday meeting ____________________________
3rd Journal entry due

one page group notes

Presentations ____________________________

Australian Book Club Sets: A Beginning

Anderson, Laurie Halse


Brooks, Geraldine

People of the book

Brown, Dan

Angels and demons

Burgess, Anthony

A clockwork orange

Card, Orson Scott

Ender's game

Clare, Cassandra

City of bones

Du Maurier, Daphne


Edwards, Kim

The memory keeper's daughter

Forman, Gayle

If I stay

Galloway, Steven.

The cellist of Sarajevo

Goldsworthy, Peter

Everything I knew

Haddon, Mark

The curious incident of the dog in the night-time

Hale, Shannon

The book of a thousand days

Hartnett, Sonya

The silver donkey : a novel for children

Hornung, Eva

Dog boy

Hosseini, Khaled.

The kite runner

Huxley, Aldous

Brave new world

Jones, Lloyd

Mister Pip

Laszczuk, Stefan

I dream of Magda (mature)

MacDonald, Anne-Marie

Fall on your knees

McCaffrey, Kate

Destroying Avalon

Miller, Alex

Landscape of farewell

Moriarty, Jaclyn.

The betrayal of Bindy Mackenzie

Muchamore, Robert

The escape

Picoult, Jodi.

My sister's keeper : a novel

Pullman, Philip

Northern lights

Rees, Celia

Witch Child

Reeve, Philip

Here lies Arthur

Ruiz Zafon, Carlos

The shadow of the wind

Sebold, Alice

The lovely bones : a novel

Shaffer, Mary Ann.

The Guernsey Literary & Potato Peel Pie Society

Suskind, Patrick

Perfume : the story of a murderer

Thomas, Claire.

Fugitive blue

Thompson, Kate

Creature of the night

Umrigar, Thrity.

The space between us

Westerfeld, Scott


Wilson, John

Four steps to death

Wilson, John

Flames of the tiger

Winton, Tim


Wood, Charlotte

The children

Zusak, Markus

The book thief


Beah, Ishmael

A long way gone : memoirs of a boy soldier

BCNF 920.71 BEA

Danalis, John

Riding the black cockatoo

BCNF 305.89 DAN

Grogan, John

Marley & me : life and love with the world's worst dog

BCNF920.71 GRO

Krakauer, Jon

Into the wild

BCNF 920.71 MCC

McNab, Andy

Bravo two zero

BCNF 956.7044 MCN

Parkland Book Club Fiction: A Selection

Adams, Douglas

Hitchhiker’s guide to the galaxy

Atwood, Margaret

Cat’s Eye

Atwood, Margaret

Handmaid’s Tale

Austen, Jane

Pride and Prejudice

Boyden, Joseph

Three Day Road

Bronte, Charlotte

Wuthering Heights

Buck, Pearl S

The Good Earth

Burgess, Anthony

A Clockwork Orange

Conrad, Joseph

Heart of Darkness

Culleton, Beatrice

In Search of April Raintree

Diamant, Anita

The Red Tent

Dickens, Charles

Great Expectations

Doyle, Arthur Conan

The Hound of the Baskervilles

Edwards, Kim

Memory Keeper’s Daughter

Farmer, Nancy

The House of the Scorpion

Faulks, Sebastian


Follett, Ken

Eye of the Needle

Fowler, Karen Joy

The Jane Austen Bookclub

Frazier, Charles

Cold Mountain

Godfrey, Rebecca

Torn Skirt

Golden, Arthur

Memoirs of a Geisha

Gulland, Sandra

Many Lives and Secret Sorrows of Josephine B.

Harris, Joanne

Blackberry Wine

Hosseini, Khaled

A Thousand Splendid Suns

Hosseini, Khaled

The Kite Runner

Hrdlitschka, Shelley

Dancing Naked

Hughes, Dean

Soldier Boys

Kingsolver, Barbara

The Poisonwood Bible

Kingsolver, Barbara

The Prodigal Summer

Kinsella, Sophie

The Undomestic Goddess

Lamb, Wally

I Know This Much is True

Lamb, Wally

She’s Come Undone

Lawson, Mary

Crow Lake

MacDonald, Ann-Marie

The Way the Crow Flies

Martel, Yann

Life of Pi

McCarthy, Cormac

All the Pretty Horses

Moggach, Deborah

Tulip Fever

Myers, Walter Dean


Niffenegger, Audrey

The Time Traveller’s Wife

Nolan, Han

If I Should Die Before I Wake

O’Neill, Heather

Lullabies for Little Criminals

Park, Linda Sue

When My Name Was Keoko

Patchett, Ann

Bel Canto

Picoult, Jodi

My Sister’s Keeper

Picoult, Jodi

Nineteen Minutes

Proulx, E. Annie

The Shipping News

Pullman, Philip

The Golden Compass

Quinn, Daniel


Rees, Celia

Witch Child

Ruiz, Zafon, Carlos

The Shadow of the Wind

Schlink, Bernhard

The Reader

Sebold, Alice

The Lovely Bones

Setterfield, Diane

Thirteenth Tale

Shelley, Mary


Soueif, Ahdaf

The Map of Love

Vonnegut, Kurt


Whyte, Jack

The Skystone

Wilson, Jack

Four Steps to Death

Wilson, Jack

Flames in the Morning

Wilson, Jack

And in the morning

Wittlinger, Ellen

Hard Love

Yolen, Jane

Devil’s Arithmetic

Parkland Book Club Nonfiction: A Selection

Ambrose, Stephen

Band of Brothers

WWI infantry; esprit de corps

Beah, Ishmael

Long Way Gone: Memoirs of a Boy Soldier

Child soldiers; redemption

Bowden, Mark

Black Hawk Down:

Urban warfare and peacekeeping in Somalia in 1993

Capote, Truman

In Cold Blood

True crime;

De Vries, Maggie

Missing Sarah

Murdered sister; prostitution

Doidge, Norman

The Brain that Changes Itself

Brain plasticity

Gladwell, Malcolm



Gladwell, Malcolm

The Tipping Point

Sociology; Influencing others

Godrey, Rebecca

Under the Bridge

Teen violence

Harrer, Heinrich

Seven Years in Tibet


Krakauer, Jon

Under the Banner of Heaven

Mormons; polygamy

McCourt, Frank

Angela’s Ashes

Poverty; family relationships

Mortenson, Greg

Three Cups of Tea

One man changes the world

Myers, Walter Dean

The Greatest: Muhammad Ali

Boxing; Biography

Wiesel, Elie


Holocaust; biography

Patchett, Ann

Truth and Beauty: A Friendship


Roach, Mary

Stiff: Curious Lives of Human Cadavers

Macabre humour about uses of cadavers for research

Spiegelman, Art

Maus: A Survivor’s Tale

Graphic novel; holocaust

Tammet, Daniel

Born on a Blue Day: A Memoir


Thompson, Hunter S.

Fear and Loathing in Las Vegas

Drugs; (Warning: Mature)

Walls, Jeannette

The Glass Castle

Poverty; family relationships

Ye, Ting-xing

My Name is Number 4

Chinese girl; Biography

We have over 150 book club sets. We purchase 6 copies of each book. If a book is really popular, we will purchase 10 copies. Some of the books are used over and over. Some become dated (e.g. Dan Brown’s books). Some have never been chosen. The best predictor of success is to purchase books that you and all the teachers who love to read like. We allow any students to take out books from the book club area.

Reading Response to Prepare for Your Discussion:
Use Sparingly as Scaffolding When First Introducing to Students

Title: _________________________ Name: _________________________

Some connections I made…

Find connections between the book and you and/or between the book and the wider world. This means connecting the reading to your own past experiences, school or community, to stories in the news, to similar events at other times and places, to other people or problems that you are reminded of. You may also see connections between this book and other texts or movies on the same topic or by the same author.

A few questions I had…
Write down a few questions that you have about what you have read. What were you wondering about while you were reading? Did you have questions about what was happening? What a word meant? What a character did? What was going to happen next? Why the author used a certain style? Or what the whole thing meant? Just try to notice what you are wondering while you read and jot down some of those questions either along the way or after you’re finished.

A line or passage I liked and why…

Locate a few special sections or quotations in the text for your group to talk over. The idea is to help people go back to some especially interesting, powerful, funny, puzzling, or important sections of the reading and think about them more carefully. As you decide which passages or paragraphs are worth going back to, make a note why you picked each one. Then jot down some plans for how they should be shared. You can read passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss.

A sketch, picture, diagram, chart….
Good readers make pictures in their minds as they read. Draw some kind of picture related to the reading you have just done. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene. You can draw a picture of something that happened in your book, or something the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading.

Adapted from Harvey Daniels (2002). Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Portland: Stenhouse.

Reading Response
Name: _________________________ Date: ____________________

Book Title: ______________________ From page _____ to ______

Write or draw your response

CONNECTOR: Some connections I made…

QUESTIONER: A few questions I had…..

LITERARY LUMINARY: A line or passage I liked and why…

ILLUSTRATOR: A sketch, picture, diagram, chart….

Adapted from Harvey Daniels (2002). Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Portland: Stenhouse.

Two Best Resources:
Daniels, Harvey. Literature Circles: Voice and Choice in Book clubs & Reading Groups. Markham: Pembroke, 2002.

This is an excellent guide to forming, managing, and assessing literature circles. It includes a summary of the research, four different models, teaching stories, and many practical strategies. It is important to use the 2002 edition (not the 1994 edition) because Daniels has significantly revised his position on role sheets after observing literature circles for 10 years.

Daniels, Harvey and Nancy Steineke. Mini-Lessons for Literature Circles. Portsmouth: Heinemann, 2004.

If you can only buy one book, buy this one. Designed for busy teachers, it has 45 mini- lessons with many practical tips about how to make things work and avoid common problems. There are word-by-word instructions for students, reproducible forms, and recommended reading lists.

Joan Saunders is a senior English teacher at Parkland Secondary, Sidney, British Columbia, who has successfully integrated book clubs into all her English classes for many years. Depending upon the students in her class, she provides more or less structure and scaffolding. She has even used book clubs with her Literature 12 class. She belongs to her own book club and is a voracious reader. She has used and shared the following student handouts with her colleagues and her students. She has presented workshops on book clubs at two BCTLA conferences. I would also like to thank English teachers Dave McKinney, Martha Oleson, Leanne Harrington, Brian Hume, Dennis Lindoff, Chris Irving, Mary Grant, Sally Morgan, Debbie Nikkel, Tasha Libertore, and Steve Newlove for their willingness to experiment, collaborate, and share in our book club journey.

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