Book clubs are popular not only for recreational reading, but also in educational settings to support teachers in “tuning into practice” (Kooy, 2009). Online, hybrid and face-to-face professional book clubs enhance community, and inspire cross-disciplinary discussions and networks. This deep-dive conversation analyzes the Centre for Teaching Support & Innovation's (CTSI) Page Turners, a multi-session book club model for faculty, developed and offered through CTSI at the University of Toronto. Based on the concept of literature circles (Lin, 2002), book club participants are in charge of their own learning, assisted by a facilitator who helps establish group norms, and sets the stage to maximize individual accountability and the development of positive interdependence. During this deep-dive conversation participants will be provided with an overview of the model, debrief a small group text protocol and engage in discussion in order to: • examine how this book club model supports pedagogical professional development through the exploration of educational ideas, reflection on practice, discussion of innovation in teaching and aspirations for student learning • consider evidence-based design features, including practical tips on book club structure, determining group norms, building inclusion, establishing roles and responsibilities, and assessing learning • analyze the value of using text protocols and other reading/discussion formats for facilitation (Lipton & Wellman, 2003) • determine applications of book club models in their own contexts and to serve a variety of professional learning needs. Sample books that encourage instructors to explore pedagogical theory and research and practical student engagement techniques (e.g., Barkley, 2010) will be shared.
References:
Barkley, E.F. (2010). Student engagement techniques. San Francisco, CA: Jossey-Bass.
Lin, C-H. (2002). Literature circles. Eric Digest.file://localhost/Retrieved from http/::www.ericdigests.org:2003-3:circles.htm
Lipton, L. & Wellman, B. (2003). Mentoring matters: A practical guide to learning-focused relationships (2nd Ed). Sherman, CT: Mira Via.
Kooy, M. (2009). Collaborations and conversations in communities of learning: Professional development that matters. In C.C. Craig (Ed.), The Association of Teacher Educators’ Teacher Education Yearbook XVII: Teacher Learning in Small Group Settings (pp. 5-22). Lanham, MD: Scarecrow Publication/Rowan & Littlefield.
