Fifty-one sixth graders participated in three rounds of online literature circles and three face-to-face literature circles. The authors describe how the online literature circles were introduced and organized in the classroom and discuss the tensions, struggles, and successes from their implementation. An analysis of qualitative data yielded…

This paper explores a middle school teacher's and his students' perceptions of the differences between online synchronous literature discussions and face-to-face literature discussions. Each member of this literature group participated in two face-to-face and two online literature discussions. Participants were interviewed twice to discuss their…