Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3EGK069Reading Culture and Book Review2+0+02320.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Primary Education Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course Course Purpose / Objectives:

The purpose of this course is to enable prospective teachers to develop their own reader identity and reading culture; select and evaluate high-quality books suited to the developmental characteristics and individual differences of primary school students; critically read printed and digital texts; design classroom practices that foster reading motivation and habits; and cultivate a sustainable classroom reading culture through reading circles, library activities, and creative book-centered tasks.
Course Content The Reading Culture and Book Review course is a practice-oriented course designed to help prospective primary school teachers understand reading not merely as a skill, but as a lifelong cultural, critical, and social practice. Within the scope of the course, topics covered include the formation of reading culture, reader identity, and reading motivation; printed and digital reading; selecting quality books for children and book review criteria; critical reading; reading circles; library and classroom library culture; and practical applications for fostering a reading culture in primary school. Prospective teachers examine children’s books across various genres in terms of content, language and style, visual design, developmental appropriateness (child-appropriateness), values, and inclusivity, while gaining collaborative and in-depth reading experiences through reading circles.
Course Methods and Techniques The course is conducted through interactive lectures, question-and-answer sessions, critical reading, sample book reviews, reading journals, reader autobiographies, individual and group tasks, reading circles, peer assessment, library and digital resource analysis, book presentations, and designing classroom activities for fostering a reading culture. The reading circle role forms provided in the current syllabus will continue to be utilized in practical applications.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Sakine HAKKOYMAZ sakine.hakkoymaz@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources • Topçam, A. B., & Çetinkaya, F. Ç. (2024). Okuma çemberi yönteminin ilkokul 4. sınıf öğrencilerinin okuma motivasyonlarına etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(2). • Krenca, K., Taylor, E., & Deacon, S. H. (2024). Scrolling and hyperlinks: The effects of two prevalent digital features on children ` s digital reading comprehension. Journal of Research in Reading, 47(3), 269–291. https://doi.org/10.1111/1467-9817.12468 • Hare, C., Johnson, B., Vlahiotis, M., Panda, E. J., Tekok-Kilic, A., & Curtin, S. (2024). Children ` s reading outcomes in digital and print mediums: A systematic review. Journal of Research in Reading, 47(3), 309–329. https://doi.org/10.1111/1467-9817.12461 • Murphy, A., & Arciuli, J. (2024). Digital reading comprehension instruction in English for children with English as an additional language: A systematic review. Journal of Research in Reading, 47(3), 348–394. https://doi.org/10.1111/1467-9817.12448 • Vargas, C., Altamura, L., Blanco-Gandía, M. C.
Course Notes Temel ve Güncel Kaynaklar
• Manguel, A. (2011). Okumanın Tarihi. Yapı Kredi Yayınları.
• Proust, M. (2009). Okuma Üzerine. Notos.
• Şirin, M. R. 99 Soruda Çocuk Edebiyatı.
• Doğan, B., Yıldırım, K., Çermik, H., & Ateş, S. (2018). Okuma çemberleri: Niçin ve nasıl? Örnek bir uygulama. Ana Dili Eğitimi Dergisi, 6(3), 747–765.
• Bulut, P., Kuşdemir, Y., & Uzun, E. B. (2020). Okuma kültürü üzerine bir inceleme: Öğretmen adayları örneği. Gençlik Araştırmaları Dergisi, 8(21), 74–95.
• Ercan, M., & Çıldır, B. (2024). Dijital çağda okuma kültürü görünümleri: YouTube kitap topluluğu (BookTube). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 25(1), 151–218.
• Topçam, A. B., & Çetinkaya, F. Ç. (2024). Okuma çemberi yönteminin ilkokul 4. sınıf öğrencilerinin okuma motivasyonlarına etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(2).
• Krenca, K., Taylor, E., & Deacon, S. H. (2024). Scrolling and hyperlinks: The effects of two prevalent digital features on children ` s digital reading comprehension. Journal of Research in Reading, 47(3), 269–291. https://doi.org/10.1111/1467-9817.12468
• Hare, C., Johnson, B., Vlahiotis, M., Panda, E. J., Tekok-Kilic, A., & Curtin, S. (2024). Children ` s reading outcomes in digital and print mediums: A systematic review. Journal of Research in Reading, 47(3), 309–329. https://doi.org/10.1111/1467-9817.12461
• Murphy, A., & Arciuli, J. (2024). Digital reading comprehension instruction in English for children with English as an additional language: A systematic review. Journal of Research in Reading, 47(3), 348–394. https://doi.org/10.1111/1467-9817.12448
• Vargas, C., Altamura, L., Blanco-Gandía, M. C., Gil, L., Mañá, A., Montagud, S., & Salmerón, L. (2024). Print and digital reading habits and comprehension in children with and without special education needs. Research in Developmental Disabilities, 146, 104675. https://doi.org/10.1016/j.ridd.2024.104675
• Karadağ Yılmaz, R., Horzum, T., & Koyuncu, İ. (2024). An examination of the relationship between reading culture and mathematical literacy self-efficacy of pre-service teachers. International Journal of Progressive Education, 20(4), 18–41. https://doi.org/10.29329/ijpe.2024.1055.2

Course Category
Social Sciences %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 40
Final examination 1 % 60
Total
2
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 2 28
Hours for off-the-c.r.stud 14 2 28
Assignments 2 5 10
Presentation 1 5 5
Mid-terms 1 7 7
Final examination 1 12 12
Total Work Load   Number of ECTS Credits 3 90

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 CLO 1: Explains the concepts of reading, reading habits, reading culture, and reader identity, and evaluates the relationships among them.
2 CLO 2: Applies selection criteria for quality children ` s literature in accordance with the developmental characteristics, interests, and needs of primary school students.
3 CLO 3: Critically analyzes children ` s books in terms of content, theme, plot, character, language and style, visual design, developmental suitability (child-appropriateness), values, and inclusivity.
4 CLO 4: Selects, implements, and evaluates the effectiveness of reading and comprehension strategies tailored to different text genres and reading purposes.
5 CLO 5: Compares the opportunities and limitations of printed and digital reading environments based on current research findings, and selects reliable digital reading resources.
6 CLO 6: Applies the fundamental principles and roles of reading circles; constructs meaning through questioning, making connections, summarizing, vocabulary work, research, and visualization.
7 CLO 7: Designs classroom and school-based activities aimed at enhancing students ` reading motivation, reading habits, and overall reading culture.
8 CLO 8: Plans individual and collaborative reading processes by utilizing libraries, classroom book collections, and digital resources; develops appropriate instructional technologies and learning materials.
9 CLO 9: Conducts reasoned evaluations of read works and articulates opinions clearly and effectively in both written and oral formats using proper Turkish.
10 (Okuma kültürü ve çocuk kitaplarıyla ilgili güncel bilimsel çalışmaları izler, bulguları eleştirel biçimde yorumlar ve mesleki uygulamalarına yansıtır.)

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Week 1: Introduction to the Course: Reading Culture and Reader Identity Subtopics: Course goals and learning outcomes; definitions of reading, reading habit, reading culture, and reader identity; the teacher ` s role as a reading model.
2 Week 2: Development of Reading Culture Subtopics: Childhood reading experiences; the roles of family, teachers, peers, school, and environment; reading motivation and reading for pleasure.
3 Week 3: Reading and Comprehension in Primary School Subtopics: Reading purposes and types; strategies for predicting, questioning, inferring, summarizing, monitoring, and making connections; diverse reader needs.
4 Week 4: Selection of High-Quality Children’s Books Subtopics: Developmental appropriateness (child-appropriateness); age and developmental characteristics; interests, themes, content, language/style, and physical/formal attributes; book selection criteria.
5 Week 5: Book Review I: Content and Literary Quality Subtopics: Theme, subject, plot structure, character development, time and setting, narrator, and point of view; characteristics of literary genres.
6 Week 6: Book Review II: Language, Visual Design, Values, and Inclusivity Subtopics: Language and style; text-illustration relationship; aesthetic quality; examining stereotypes, representation of diversity, values, and ethical considerations.
7 Week 7: Print vs. Digital Reading Culture Subtopics: E-books, screen reading, hyperlinking, and scrolling; the impact of print vs. digital reading on comprehension and engagement; selecting quality digital resources.
8 ARA SINAV 1–7. hafta konularını kapsayan değerlendirme.
9 Week 9: Reading Circles: Theory, Roles, and Model Practice Subtopics: Principles of reading circles; roles including Discussion Director/Questioner, Connector, Summarizer, Word Wizard/Vocabulary Enricher, Researcher, Illustrator/Passage Luminator, and other designated roles.
10 Week 10: Reading Circle Application I Subtopics: Role-based small group work on selected children ` s books; making intra-textual, intertextual, and real-world connections.
11 Week 11: Reading Circle Application II and Peer Assessment Subtopics: Rotation of roles; evaluating discussion quality, argumentation/justification, group responsibility, and peer feedback.
12 Week 12: Libraries, Classroom Books, and the Reading Ecosystem Subtopics: Children ` s libraries; organizing classroom libraries; book access, selection, and circulation; school-family-library collaboration.
13 Okuma Kültürünü Geliştiren Etkinlikler Kitap sohbeti, kitap tanıtımı, okuma günlüğü, eşli okuma, yazar/kitap etkinlikleri, yaratıcı tepki çalışmaları ve dijital kitap toplulukları.
14 Designing a Reading Culture as a Primary School Teacher (Subtopics: Inclusive reading plans for diverse socio-cultural backgrounds and individual differences; monitoring reading motivation; instructional material development)
15 Book Review and Reading Culture Project Presentations (Subtopics: Presentation of student work; reasoned evaluation of selected books; sharing designed reading culture practices; self-assessment)

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 P19 P20 P21 P22 P23 P24
C1 2 2 2 2 2 2 3 2 2 2 2 3 4 3 4 2 2 2 1 1 5 1 1 2
C2 3 5 2 2 4 2 5 2 3 2 2 2 3 3 3 3 2 2 1 1 3 1 1 2
C3 2 3 3 3 4 2 3 2 3 4 2 2 5 4 5 4 2 2 1 1 4 1 1 3
C4 3 4 2 2 4 2 4 2 5 2 3 2 4 3 4 2 2 2 1 1 4 1 1 2
C5 2 2 4 5 4 4 4 4 3 3 2 2 5 3 3 2 3 2 1 1 3 1 1 2
C6 4 2 2 2 5 2 3 2 5 5 5 3 4 3 5 2 2 2 1 1 4 1 1 2
C7 4 2 2 2 5 2 5 4 5 3 3 4 4 3 4 4 2 3 1 1 4 1 1 2
C8 3 2 2 2 3 4 4 5 4 4 4 2 4 3 3 2 3 2 1 1 4 1 1 2
C9 2 2 3 2 4 2 3 2 3 4 4 4 4 4 5 3 2 2 1 1 5 1 1 3
C10 2 2 4 4 4 5 4 2 3 3 2 2 5 3 4 2 4 2 1 1 3 1 1 2

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant