Best Practices: Three Key To-Dos
Authors Beach and Yussen (2011) wrote an excellent article entitled, "Practices of Productive Adult Book Clubs," in which they analyzed two adult book clubs to identify what made them successful. This webpage summarizes their findings and offers three key must-dos for book groups.
1) Have a systematic book selection process
Choosing the "right" book to read can be difficult. When a book group or club comes together, they must have a process for selecting what they read. The process needs to be clear and systematic. There are many different ways or processes a group can try.
For example, if a group reads one book per month, maybe each member is assigned a month in which they choose the title. Specific genres could be assigned to each month as well. Another possibility would be to have each member bring a book suggestion to the meeting. The title suggestions (with brief descriptions) could be passed around and then members can vote on what sounds the most interesting. These are just a couple ideas.
*For more information on selecting titles, see the "Resources" tab in the menu bar at the top of the page.
For example, if a group reads one book per month, maybe each member is assigned a month in which they choose the title. Specific genres could be assigned to each month as well. Another possibility would be to have each member bring a book suggestion to the meeting. The title suggestions (with brief descriptions) could be passed around and then members can vote on what sounds the most interesting. These are just a couple ideas.
*For more information on selecting titles, see the "Resources" tab in the menu bar at the top of the page.
2) Let club members share their knowledge and experience
When book club members share their knowledge, experience, and expertise in relation to what they are reading, this helps others discover new insights, interpretations, and connections with what they read. For example, if a book group is reading something related to cooking and there is a chef in the group, create opportunities for that group member to share his/her perspective so others can benefit. This fosters engaging book discussions.
3) Take the time to develop discussion topics
In order to have a meaningful, in-depth discussion about a book, members must work together. All group members should participate and feel welcome to contribute. Members should work to build on one another's responses to the book and ask questions that draw on another member's expertise or experience.
In order to avoid jumping from topic-to-topic or "going through the motions" of a discussion, a book club might create a systematic discussion process. They might assign certain members to be discussion facilitators, use pre-made reading guide questions (sometimes these can be found on a publisher's website or in the back matter of a book), have members take home questions to think about as they read the title at home, or have each member come up with a question or topic at the start of the meeting.
*For more information on where to find reading guides or discussion questions, see the "Resources tab in the menu bar at the top of the page.
In order to avoid jumping from topic-to-topic or "going through the motions" of a discussion, a book club might create a systematic discussion process. They might assign certain members to be discussion facilitators, use pre-made reading guide questions (sometimes these can be found on a publisher's website or in the back matter of a book), have members take home questions to think about as they read the title at home, or have each member come up with a question or topic at the start of the meeting.
*For more information on where to find reading guides or discussion questions, see the "Resources tab in the menu bar at the top of the page.
Reference:
Beach, R., & Yussen, S. (2011). Practices of Productive Adult Book Clubs. Journal Of Adolescent & Adult Literacy,55(2), 121-131. doi:10.1002/JAAL.00015
Beach, R., & Yussen, S. (2011). Practices of Productive Adult Book Clubs. Journal Of Adolescent & Adult Literacy,55(2), 121-131. doi:10.1002/JAAL.00015