Book groups: Communities of learners

Kerka, Sandra

doi:10.1002/ace.36719967111

Cited by 15 publications

(15 citation statements)

References 2 publications

(7 reference statements)

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“…In fact, journal writing helps language learners write without self-consciousness or inhibition, similar to natural writing (Schneider, 1994). Similarly, Sommer (1989, as cited in Kerka, 1996) argues that one reason for using journals in EFL classes is that they are a safe place to practice writing daily without the restrictions of form and evaluation.…”

Section: Journal Writingmentioning

confidence: 99%

The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

Birjandi¹,

Tamjid²

2010

ELT

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During the last decade, increasing attention has been paid to the role of learner in the process of language learning and testing. Moreover, there is a general consensus in the literature that motivation is one of the key learner characteristics. The objective of this study was to explore the role of journal writing as a self-assessment technique in promoting Iranian EFL learners' motivation. The participants were 60 intermediate students in two groups. The particular self-assessment technique used in the experimental group was journal writing. At the beginning and end of the semester, both groups took a language proficiency test to ensure their homogeneity, and completed a questionnaires regarding motivation. The results revealed that writing journals in a regular base had a role in promoting the learners' motivation.

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Section: Journal Writingmentioning

confidence: 99%

The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

Birjandi¹,

Tamjid²

2010

ELT

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“…These reactions make the positive survey results even more significant: while some staff and faculty did not like reading the book, they did enjoy the book club. ground rules, and informal context (Bauman 1994); people, structure, and culture (Kerka 1996); social aspect, equality among club members, and a spirit of cooperation (Smith 1996); and cooperation, collaboration, and personal sharing (Addington 2001). There are clearly some similarities and overlap among these principles.…”

Section: Downloaded By [Simon Fraser University] At 14:19 19 Novembermentioning

confidence: 99%

Library Staff Development: How Book Clubs Can Be More Effective (and Less Expensive) than Traditional Trainings

Smith

Galbraith

2011

College & Undergraduate Libraries

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Employee book clubs are simple, inexpensive tools for professional development that may be more effective than traditional training methods. Library staff at Brigham Young University participated in professional development book clubs, and they reported that they found these trainings to be more enjoyable than classroom-style trainings and more effective in helping them understand, retain, and apply the principles learned. This article will discuss the success of these book clubs and suggest ways that other libraries can implement cost-effective book clubs to develop professional and leadership skills.

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“…It contrasts with a non-CoL vision of learning common for conventional mainstream schooling in which learning is often seen as well-defined, self-contained, agreement-based, objective, non-problematic, proprietary, monocultural, limited in time and space, involving one preset goal, and lesson-, classroom-, one medium- and one topic-center, and occurs in the individual head of the student. Consensus, agreement, and shared understanding are not seen as a desired outcome or markers of learning in the ontological CoL paradigm (Kerka, 1996). Instead, the goal of the school is not just to promote learning in the students but also to note the students’ growing pleasure and deep personal interest in learning and intellectual reflection as becoming essential to their lives (Barth, 2000; Kerka, 1996).…”

Section: A Community Of Learners In a Progressive Schoolmentioning

confidence: 99%

“…Consensus, agreement, and shared understanding are not seen as a desired outcome or markers of learning in the ontological CoL paradigm (Kerka, 1996). Instead, the goal of the school is not just to promote learning in the students but also to note the students’ growing pleasure and deep personal interest in learning and intellectual reflection as becoming essential to their lives (Barth, 2000; Kerka, 1996). A learner is viewed in the CoL paradigm as the final agent of their own learning (Fullan, 1993; Klag, 1994; Matusov, 1999).…”

Section: A Community Of Learners In a Progressive Schoolmentioning

confidence: 99%

Community versus society: The normative vision of sociality in joint self-education

Matusov

2022

Culture & Psychology

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In this theoretical essay, I argue that the normative sociality – i.e., a normative way of being together – for joint self-education is society based on pluralism and tolerance of culturally and educationally diverse communities and individual educatees, their synergy, voluntary participation, and acceptance of the final sovereignty of their educational decision-making. I rejected a widespread proposal that community (e.g., “community of learners”) should be the vision of this norm for such educational sociality. At the same time, I accept that an empirical community can be a very important part of a normative notion of society as applied to joint self-education. Balancing between communal, often centripetal, and societal, often centrifugal, processes is often necessary for maintaining a successful joint self-education endeavor.

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Book groups: Communities of learners

Abstract: Hundreds of thousands of adults participate in book discussion groups, satisfying lifelong learning needs informally and in community.

Cited by 15 publications

References 2 publications

The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

Library Staff Development: How Book Clubs Can Be More Effective (and Less Expensive) than Traditional Trainings

Community versus society: The normative vision of sociality in joint self-education

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