Elementary teachers’ perceptions of the impact of book studies on their practice and literacy leadership skills

Purpose This mixed-methods study investigated how participation in book studies impacted future literacy leaders' perceptions of their use of literacy-related instructional practices and literacy leadership skills in facilitating literacy-related professional development. Design/methodology/approach Participants included elementary school teachers who were also graduate students at a Teacher Leadership Academy as part of a school-university partnership. Throughout three graduate classes, participants engaged in book study groups, reading professional books related to effective literacy practices. Class sessions included teacher-led discussions of key takeaways, reading the same text and then mixing to converse with others who read different titles. Finally, participants identified a strategy to incorporate and reflect on within their own practices. Following the graduate courses, participants completed a survey that included two demographic questions, 16 Likert scale items, and six open-ended questions. Findings Results indicated that participants perceived an increase in their knowledge of literacy research and practice because of their participation in the book study groups, and an increase in their self-efficacy to facilitate literacy-related professional development. Originality/value The results showed that the use of book study groups has the potential to impact the leadership of future literacy leaders. This study capitalized on the research-based value of book studies as a professional learning tool, yet extended the framework using a jigsaw book study format. While the sample size is small and not generalizable, the results demonstrate promise and warrant further research.