Teacherless TalkTeacherless TalkImpressions from Electronic Impressions from Electronic

Literary Conversations Literary Conversations

Book discussions through email Book discussions through email with students from around the with students from around the

world. world.

Getting it Started Getting it Started

Students without email were grouped together Students without email were grouped together with others in their area to work on this project.with others in their area to work on this project.

They were expected to electronically They were expected to electronically communicate with other students at least 3 times communicate with other students at least 3 times before discussing the book in class.before discussing the book in class.

Teachers only acted as troubleshooters, during Teachers only acted as troubleshooters, during this process. this process.

Initial discussions were based on predictions on Initial discussions were based on predictions on the book and the assignment. the book and the assignment.

Clarifying Clarifying

While communicating though email, students While communicating though email, students worked on deconstructing textual references and worked on deconstructing textual references and confusing passages.confusing passages.

They helped each other clarify the meaning of They helped each other clarify the meaning of concepts that confused them. concepts that confused them.

Students were less defensive and more open to Students were less defensive and more open to explaining their reasoning in the context of email explaining their reasoning in the context of email compared to the classroom.compared to the classroom.

Questioning Questioning

Students engaged in honest question and Students engaged in honest question and answer dialogue.answer dialogue.

They felt more open and comfortable They felt more open and comfortable discussing topics through email. discussing topics through email.

Students took more risks in their Students took more risks in their discussions in this format without the fear discussions in this format without the fear of peer criticism. of peer criticism.

Interpreting Interpreting

Email allowed students freedom to choose Email allowed students freedom to choose topics for discussion. topics for discussion.

They had more leeway with creative They had more leeway with creative interpretation, which led to more interpretation, which led to more interesting end results.interesting end results.

Students felt less pressure to impress the Students felt less pressure to impress the teacher and felt in more control of the teacher and felt in more control of the reading. reading.

Conclusion Conclusion

This email project allowed students more This email project allowed students more personal freedom in asking questions, personal freedom in asking questions, interpreting information, and investigating interpreting information, and investigating the story compared to a regular classroom the story compared to a regular classroom setting. setting.

It allowed students of all levels and It allowed students of all levels and learning styles to participate fully. learning styles to participate fully.