Using book clubs with Using book clubs with learnerslearners

aimsaims

There are two aims to this session:There are two aims to this session:

1.1.To give a clear rationale and To give a clear rationale and argument for why non disciplinary and argument for why non disciplinary and social science texts, and narratives social science texts, and narratives ought to be more engaged withought to be more engaged with

2.2.To provide a method for the use of To provide a method for the use of book clubs.book clubs.

a framing….a framing….““The practice of mental health care should not be a The practice of mental health care should not be a

scientific exercise but an exercise in humanity, scientific exercise but an exercise in humanity, informed by ethical and moral choices”. (p56)informed by ethical and moral choices”. (p56)

From Laugharne (2002)From Laugharne (2002)

““Today we tend to think that scientists have all the Today we tend to think that scientists have all the answers. But the great ones tell us, “No, we answers. But the great ones tell us, “No, we haven’t got all the answers. We’re telling you how haven’t got all the answers. We’re telling you how it works but what is it?” You strike a match, it works but what is it?” You strike a match, what’s fire? You can tell me about oxidation, but what’s fire? You can tell me about oxidation, but that doesn’t tell me a thing”. (p31)that doesn’t tell me a thing”. (p31)

Campbell & Moyers (1988)Campbell & Moyers (1988)

“…“…rather than thinking of texts on one rather than thinking of texts on one side and ‘the world’ on the other, we side and ‘the world’ on the other, we might reflect on the idea that might reflect on the idea that everything human that happens in everything human that happens in the world is mediated by language” the world is mediated by language” (p30)(p30)

Bennett & Royle (2004)Bennett & Royle (2004)

The word ‘texts’ has increasing become synonymous with The word ‘texts’ has increasing become synonymous with other cultural products such as theatre, film and other cultural products such as theatre, film and performanceperformance..

““And the more I thought about my experience And the more I thought about my experience of loss, read other people’s accounts of loss, of loss, read other people’s accounts of loss, and reviewed the theoretical and research and reviewed the theoretical and research literature, the more I began to understand literature, the more I began to understand that the academic world was not in touch with that the academic world was not in touch with the everyday world of experience, the the everyday world of experience, the ordinary world. The research literature offered ordinary world. The research literature offered me data, labels, categories, and theoretical me data, labels, categories, and theoretical explanations but it didn’t express how loss explanations but it didn’t express how loss felt and it didn’t invite engagement with the felt and it didn’t invite engagement with the particularities of the experienceparticularities of the experience.”.”

Bochner, AP., Ellis, C. & Tillman-Healy, L. (1997) Relationships as stories. In S. Bochner, AP., Ellis, C. & Tillman-Healy, L. (1997) Relationships as stories. In S. Duck (Ed) Handbook of personal relationships: theory, research and Duck (Ed) Handbook of personal relationships: theory, research and interventions (2nd Edition. 307-324) New York: John Wileyinterventions (2nd Edition. 307-324) New York: John Wiley

And from a philosophical viewAnd from a philosophical view Lacanian psychoanalysis suggests we work Lacanian psychoanalysis suggests we work

in Symbols, the inherent and unconscious in Symbols, the inherent and unconscious basis of language in our unconscious, basis of language in our unconscious, which allows us to be in contact with other which allows us to be in contact with other humans, to construct an intersubjective humans, to construct an intersubjective account of the Real world. This however is account of the Real world. This however is an an orderorder that we impose, and is that we impose, and is Imaginary, and reflects our tendency to Imaginary, and reflects our tendency to think we are what we are, and that we can think we are what we are, and that we can know that (gulp)know that (gulp)

furthermorefurthermoreBruno Latour suggests we have come to believe Bruno Latour suggests we have come to believe that there is an easy distinction between human that there is an easy distinction between human and non-human, between the social world and the and non-human, between the social world and the natural world. But the status of stories, the margins natural world. But the status of stories, the margins of humanity, the opportunities of new technologies of humanity, the opportunities of new technologies and the post-human erode these easy categories…and the post-human erode these easy categories…

……as Foucault asks in the as Foucault asks in the Archaeology of Archaeology of Knowledge; Knowledge; what is a text- where does it stop – if what is a text- where does it stop – if you look to the author for meaning is it the whole of you look to the author for meaning is it the whole of the authors work, small quotes, abridged versions, the authors work, small quotes, abridged versions, interviews, autobiography, letters, post-hoc interviews, autobiography, letters, post-hoc amendments, shopping lists…so what is the amendments, shopping lists…so what is the relationship of the human to all their work relationship of the human to all their work

The upshot seems to be: The upshot seems to be: it’sit’s all all made up anyway, and we don’t made up anyway, and we don’t even know it because we can’t even know it because we can’t step away from ourselves to step away from ourselves to point at point at itit!!

The impact of the hierarchyThe impact of the hierarchy

“…“…research evidence, and more particularly research evidence, and more particularly quantitative research evidence, tends to quantitative research evidence, tends to be more highly valued than other be more highly valued than other sources….The prominence ascribed to sources….The prominence ascribed to research evidence has meant the relative research evidence has meant the relative neglect of other forms of evidence in the neglect of other forms of evidence in the delivery of healthcare…the potential delivery of healthcare…the potential interaction of research evidence with interaction of research evidence with contextual, individual practitioner and contextual, individual practitioner and patient variables has been disregarded.” patient variables has been disregarded.” (p83)(p83)

Rycroft-Malone et al (2004)Rycroft-Malone et al (2004)

Why look at narratives? 2Why look at narratives? 2

‘‘Physicians & patients live in different Physicians & patients live in different ‘lifeworlds’ (Toombs, 1993) – ‘lifeworlds’ (Toombs, 1993) – medical voices tend to relegate ill medical voices tend to relegate ill people to patienthood & silence lay people to patienthood & silence lay experience. Emphasis on ill people’s experience. Emphasis on ill people’s (rather than patients’) stories can (rather than patients’) stories can help to bridge this gap & privilege help to bridge this gap & privilege the voice of the ill person as the voice of the ill person as ‘insider’ or ‘expert’‘insider’ or ‘expert’

Frank, AW (2001) Can we research suffering? Frank, AW (2001) Can we research suffering? Qualitative Qualitative Health ResearchHealth Research, 11 (3): 353-62, 11 (3): 353-62

The place of personal stories?The place of personal stories? Rycroft-Malone et al suggest 4 useful Rycroft-Malone et al suggest 4 useful

areas that stories as evidence can be areas that stories as evidence can be considered for practice:considered for practice:• ResearchResearch• Clinical experienceClinical experience• Patients, clients & carersPatients, clients & carers• Local context & environmentLocal context & environment

““it is important to acknowledge individuals’ values and it is important to acknowledge individuals’ values and personal experiences as sources of knowledge that informs personal experiences as sources of knowledge that informs the evidence base of practice and subsequently to the evidence base of practice and subsequently to incorporate this into caring therapeutic actions” (p86)incorporate this into caring therapeutic actions” (p86)

Implication for practiceImplication for practice

““Can we listen to the client’s story Can we listen to the client’s story philosophically? We can listen to our philosophically? We can listen to our client’s life stories as if reading a book- a client’s life stories as if reading a book- a book with which we are intimately book with which we are intimately concerned. We are concerned about what concerned. We are concerned about what sense their life makes to them and how sense their life makes to them and how they construct its narrative. Speed they construct its narrative. Speed reading philosophy is a contradiction in reading philosophy is a contradiction in terms. Equally, with our clients we need terms. Equally, with our clients we need to give our attention and time, and give as to give our attention and time, and give as long as it takes. This is a process that long as it takes. This is a process that cannot be rushed.”cannot be rushed.”

From Moja-Strasser,2005, p.103From Moja-Strasser,2005, p.103

The onlooker…..The onlooker…..Would your relationship to using Would your relationship to using

narratives as evidence change with narratives as evidence change with your role/interest?your role/interest?

Parent?Parent?

Friend?Friend?

Historian?Historian?

Psychotherapist?Psychotherapist?

Anthropologist?Anthropologist?

Activist?Activist?

What is narrative?What is narrative? Discourses with a clear sequential order that Discourses with a clear sequential order that

connect events in a meaningful way for a connect events in a meaningful way for a definite audience and thus offer insights definite audience and thus offer insights about the world and/or people’s experiences about the world and/or people’s experiences of it.of it.

Hinchman, LP and Hinchman SK. (Eds.) (1997) Hinchman, LP and Hinchman SK. (Eds.) (1997) Memory, Identity, Community: Idea of Narrative in Memory, Identity, Community: Idea of Narrative in the Human Sciencesthe Human Sciences. SUNY: Series in the Philosophy of the Social Sciences. SUNY: Series in the Philosophy of the Social Sciences

3 key features:3 key features:• chronological ie not merely a description of a chronological ie not merely a description of a

state of affairsstate of affairs• meaningful – through inclusion of evaluative meaningful – through inclusion of evaluative

statementsstatements• social – created for a specific audiencesocial – created for a specific audience

Narratives not seen as direct Narratives not seen as direct representations of realityrepresentations of reality

Narratives are framed for an audienceNarratives are framed for an audience

Narratives are shaped in order to persuadeNarratives are shaped in order to persuade

Narratives are constrained by the linguistic Narratives are constrained by the linguistic resources available to usresources available to us

Narratives as reflections of reality

Why the growth in interest?Why the growth in interest? Growing dissatisfaction in research and Growing dissatisfaction in research and

clinical interest in fragments of people’s clinical interest in fragments of people’s experiences rather than the wholeexperiences rather than the whole

Interest in the narrative construction of Interest in the narrative construction of identity in contrast to the modernist identity in contrast to the modernist understanding of the self an enduring, understanding of the self an enduring, immutable essenceimmutable essence

Elliot, J (2005) Elliot, J (2005) Using narrative in social research: qualitative and Using narrative in social research: qualitative and quantitative approaches.quantitative approaches. London: Sage London: Sage

Post modern rejection of meta-narratives Post modern rejection of meta-narratives leads to an interest in micro-narratives leads to an interest in micro-narratives against which to ‘test out’ our own world against which to ‘test out’ our own world views (getting local)views (getting local)

Theodore Sarbin (Ed.) (1986) Narrative Theodore Sarbin (Ed.) (1986) Narrative Psychology: the stories nature human Psychology: the stories nature human conductconduct

In giving accounts of ourselves or others, we are In giving accounts of ourselves or others, we are guided by narrative plots…. we do much more guided by narrative plots…. we do much more than catalogue events …….. rather we render the than catalogue events …….. rather we render the events into a storyevents into a story

We actively construct the world through narrativesWe actively construct the world through narratives

Stories have ontological status – i.e. they give Stories have ontological status – i.e. they give events meaningsevents meanings

Paul Ricoeur (1984) Time and Paul Ricoeur (1984) Time and NarrativeNarrative

Since we live in a temporal world, we Since we live in a temporal world, we need to create narratives to bring need to create narratives to bring order and meaning to the constantly order and meaning to the constantly changing fluxchanging flux

PARADIGMATIC PARADIGMATIC NARRATIVENARRATIVE

The method of science.The method of science.

Based on Based on

classification, classification,

categorisation categorisation

reduction reduction

Organises everyday Organises everyday interpretations of the world interpretations of the world in a storied formin a storied form

What's in a Narrative?What's in a Narrative?

1.1. ““Stories are everywhere”Stories are everywhere”

2.2. Not only do we tell stories, but stories tell us: if Not only do we tell stories, but stories tell us: if stories are everywhere, we are also storiesstories are everywhere, we are also stories

3.3. The telling of a story is always bound up with The telling of a story is always bound up with power, with questions of authority, property and power, with questions of authority, property and dominationdomination

4.4. Stories are multiple: there is always more than Stories are multiple: there is always more than one storyone story

5.5. Stories always have something to tell us about Stories always have something to tell us about stories themselves: they always involve self-stories themselves: they always involve self-reflexive and meta-fictional dimensions” (p52)reflexive and meta-fictional dimensions” (p52)

Bennett & Royle (2004)Bennett & Royle (2004)

Book clubs as a means to working with narrativesBook clubs as a means to working with narratives

Little has been written in the HE Little has been written in the HE pedagogical literature about the use of pedagogical literature about the use of book clubs with students, although there is book clubs with students, although there is literature about school age children, literature about school age children, particularly in the USparticularly in the US

There is some overlap with the seminar There is some overlap with the seminar method but there are some differences method but there are some differences also…also…

For instance, it has an intentional For instance, it has an intentional interdisciplinarityinterdisciplinarity

The literatureThe literature

Rehberg & Sedho (2003) There are promising indications Rehberg & Sedho (2003) There are promising indications that book clubs can develop learners in a number of ways that book clubs can develop learners in a number of ways for instance; increasing a learner’s participation, enhancing for instance; increasing a learner’s participation, enhancing their social experience of being face-to-face with others, their social experience of being face-to-face with others, and in developing discussion skillsand in developing discussion skills

Hird & Penson (2007) some educators in higher learning Hird & Penson (2007) some educators in higher learning view the book club format as useful in developing a view the book club format as useful in developing a learner’s sense of autonomy, their skills of analysis, their learner’s sense of autonomy, their skills of analysis, their skills in selecting useful books, and their confidence in skills in selecting useful books, and their confidence in discussions discussions

Clark & Phythian-Sence (2008) Certainly enjoyment Clark & Phythian-Sence (2008) Certainly enjoyment appears to be a factor for younger reader’s engagement appears to be a factor for younger reader’s engagement with books alongside some degree of choice in selection with books alongside some degree of choice in selection and their degree of interest. and their degree of interest.

How to do it: the ‘I choose, we choose, you How to do it: the ‘I choose, we choose, you choose’ process (Campbell-Hill 2007). choose’ process (Campbell-Hill 2007).

1.I choose The educator/academic chooses the first text to be read and worked with. You should consider the learning level, have had some conversation with students about their reading habits, think about engagement and the intended learning outcomes. Supply questions and negotiate ground rules for the group e.g. What to do if someone hasn’t read it.

2.We choose The next text is agreed on by the group, ask for suggestions and maybe set it as a homework task- provide a summary of a text, or why it would be worth reading for a book club. Decide if and how you will work with questions for the group.

3.You choose Ask the group to start selecting their own reading lists- you can still go to 2 but students are taking turns and reading around.

Experience of the useExperience of the use Students really like it!Students really like it! However it’s a struggle for learners who are not However it’s a struggle for learners who are not

habitual readers (and it isn’t helpful to get into habitual readers (and it isn’t helpful to get into ‘well you should’ kind of exchanges)‘well you should’ kind of exchanges)

It can be disconcerting to social science students It can be disconcerting to social science students if they are being asked to work with humanities if they are being asked to work with humanities based methods and theorybased methods and theory

It can be emotionally powerful because it has less It can be emotionally powerful because it has less invested in emotional neutrality.invested in emotional neutrality.

It can be hard to get the assessment right and to It can be hard to get the assessment right and to convince others of its place in the curriculumconvince others of its place in the curriculum

Not all academics feel equipped to run book clubsNot all academics feel equipped to run book clubs

sourcessourcesBennett, A. & Royle, N (2004) Bennett, A. & Royle, N (2004) Introduction to Literature, Criticism and TheoryIntroduction to Literature, Criticism and Theory. London. Pearson Longman.. London. Pearson Longman.Bury, T (2002) ‘Evidence based health care explained’. In Bury, T. & Mead, J. (Eds). Bury, T (2002) ‘Evidence based health care explained’. In Bury, T. & Mead, J. (Eds). Evidence-based Evidence-based

Healthcare: A Practical Guide for TherapistsHealthcare: A Practical Guide for Therapists. Oxford: Butterworth Heinemann.. Oxford: Butterworth Heinemann.Campbell Hill, B. (2007) Literature Circles and Response. NESA Conference Athens. Campbell Hill, B. (2007) Literature Circles and Response. NESA Conference Athens.

//www.bonniecampbellhill.com/Handouts/CEESA/CEESA . Accessed 28.07.08. 12.46//www.bonniecampbellhill.com/Handouts/CEESA/CEESA . Accessed 28.07.08. 12.46Campbell, J & Moyers, B. (1988) Campbell, J & Moyers, B. (1988) The Power of MythThe Power of Myth. New York. Broadway Books.. New York. Broadway Books.Clark, C. & Phythian-Sence, C. (2008) Interesting choice: The (relative) importance of choice and interest in Clark, C. & Phythian-Sence, C. (2008) Interesting choice: The (relative) importance of choice and interest in

reader engagement. National Literacy Trust/ Reading is Fundamental. reader engagement. National Literacy Trust/ Reading is Fundamental. http://www.literacytrust.org.uk/Research/book_choice_research.htm accessed 30.07.08. 14.35. http://www.literacytrust.org.uk/Research/book_choice_research.htm accessed 30.07.08. 14.35.

Hird, M. & Penson, B (2007) ‘Book Clubs or Lectures? : Facilitating learning in higher education using Hird, M. & Penson, B (2007) ‘Book Clubs or Lectures? : Facilitating learning in higher education using stories told about mental health problems’. The Narrative Practitioner Conference Proceedings. stories told about mental health problems’. The Narrative Practitioner Conference Proceedings. Wrexham: School of Health, Social care, Sport & Exercise Sciences. Wrexham: School of Health, Social care, Sport & Exercise Sciences.

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Moja-Strasser, L. (2005) ‘Dialogue and Communication’. In van Deurzen, E. & Arnold-Baker, C. (Eds.). Moja-Strasser, L. (2005) ‘Dialogue and Communication’. In van Deurzen, E. & Arnold-Baker, C. (Eds.). Existential perspectives on human issues; a handbook for therapeutic practiceExistential perspectives on human issues; a handbook for therapeutic practice . Basingstoke. Palgrave . Basingstoke. Palgrave Macmillan.Macmillan.

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September.September.Rehberg Sedo, D. (2003) ‘Readers in Reading Groups: An online Survey of Face-to-Face and Virtual Book Rehberg Sedo, D. (2003) ‘Readers in Reading Groups: An online Survey of Face-to-Face and Virtual Book

Clubs’. Convergence: the International Journal of Research into New Media Technologies. 9. 66. 66-90. Clubs’. Convergence: the International Journal of Research into New Media Technologies. 9. 66. 66-90. Roberts, G.A. (2000) Narrative and severe mental illness: what place do stories have in an evidence based Roberts, G.A. (2000) Narrative and severe mental illness: what place do stories have in an evidence based

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evidence in evidence-based practice? Journal of Advanced Nursing 47. (1), 81-90.evidence in evidence-based practice? Journal of Advanced Nursing 47. (1), 81-90.Thornicroft, G. & Tansella, M. (2002) Mental health services research. In Priebe, S. & Slade, M.(Eds) Thornicroft, G. & Tansella, M. (2002) Mental health services research. In Priebe, S. & Slade, M.(Eds)

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