Reading Circles, Novels and Adult Reading Development

(Hardback)

Available Formats

Publishing Details

Classifications

Physical Properties

Description

Adult literacy teachers are constantly searching for effective, engaging and distinctly adult ways to develop adult emergent reading and, for at least the past two hundred years, adults have formed themselves into reading circles to read and discuss novels on a weekly or monthly basis. Why then are reading circles rarely used, or studied, in formal adult literacy provision This book explores adult reading development, novel reading and reading circles in the context of a wider examination of reading pedagogies and practices in the English-speaking world. It discusses reading as both an individual and a communal act and investigates the relationship between literature and literacy development, practice and pedagogy (including a reassessment of the controversial approaches of reading aloud and phonics for adults). Sam Duncan reviews a case study of an adult reading circle in a large London further education college and identifies the wider implications for the teaching and learning of adult emergent reading, for the use and understanding of reading circles and for how we understand the novel reading experience more broadly.

Reviews

Given the detail and depth of the text, the target audience of this book is college students, particularly upper level and graduate students, faculty and researchers. The first five chapters will also appeal to anyone interested in the history of reading and literacy. Duncans book accomplishes its objectives well. Her bibliographic section is very detailed. Her research is thorough, referencing the most significant authors in the field [] As such, Duncans text represents a good resource for anyone exploring alternative and sound pedagogical approaches. -- Andres Muro, El Paso Community College * Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education *
The objective of the author is to provide adult literacy teachers with information and experiences that can help them improve the quality of their work. The width of the literature review and the methodically detailed presentation of her study allow me to say that she reached her goal. -- Laouali Malam Moussa * International Review of Education *
Adults just starting on their reading journey have so much to tell researchers and tutors. This thoughtful book captures their insights and puts the vital link between adult literacy learning and reading group activity in a rich historical context.' Genevieve Clarke, The Reading Agency, UK
This lively and engaged book invites us to look at reading in a different way, moving us beyond the tired old divisions between literacy and literature that have so bedevilled adult education. In doing so, it offers a new take on the idea of reading for pleasure, gathering up the dimensions of reading that are an indispensable part of all acts of reading: cognitive, imaginative, affective, educational and communicative. It includes a useful overview of the wide range of theoretical approaches to reading and challenges the idea that some kinds of reading are "functional" whereas others are "frivolous and non-essential". Written by an adult literacy expert, it suggests that reading researchers need to talk to readers themselves about their experiences and ideas about reading. It goes on to present the many insights that resulted from asking emerging adult readers the question "What does reading mean to you" It also details the long and fascinating history of reading circles and advocates them as a potential pedagogy for adult literacy - a pedagogy that builds on a common reading practice, and which combines the pleasures and politics of novel reading with the sensibilities of adult literacy teaching.' Mary Hamilton, Professor of Adult Learning and Literacy, Lancaster University, UK
This book is well-written and engaging. Most importantly, it addresses reading circles, an area of adult literacy about which we know little. Hopefully it will stimulate additional interest in the area.' Hal Beder, Professor Emeritus, Rutgers University, USA
An original, wide ranging and thoughtful account of a phenomenon that is rarely researched. Sam Duncan provides a clear account of her research embedded within a scholarly account of the social history of reading that will be of interest to teachers of adult literacy, students of reading, researchers, teachers and those with a general interest in the culture of reading in the 21st Century. The strength of this book is the clarity of its writing and the accessibility of the discussion, as well as its scholarly reach. The imaginative space of the reader is evoked through original research into adult literacy students who love to read. Duncan's argument that an historical understanding of adult literacy and of reading can broaden what it is to read and to write is vital in broadening our understanding of contemporary reading habits... The book also argues for the importance of reading for pleasure for all adults. As Duncan argues, literacy is at once functional and metaphysical, individual and communal, transformative and transfiguring'. This vision for the potential of literacy can help us re-consider the sometimes utilitarian accounts of literacy presented in schools and college settings and instead offer a vision for literacy that is concerned with transformation and social empowerment.' Kate Pahl, Senior Lecturer in Education, University of Sheffield, UK

Author Bio

Sam Duncan is Lecturer in Education in the Department of Lifelong and Comparative Education at IOE, UCLs Faculty of Education and Society, University College London, UK. She has previously taught adult literacy, English as a foreign language and poetry, film and drama on adult return to study programmes.