The Seminar Goes to Work: Towards a Theory of Collaborative Literacy
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| Title: | The Seminar Goes to Work: Towards a Theory of Collaborative Literacy |
|---|---|
| Language: | English |
| Authors: | Smith, Ann Kowal (ORCID |
| Source: | Industry and Higher Education. Aug 2020 34(4):263-271. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Humanities, Teamwork, Workplace Learning, Cooperative Learning, Evidence Based Practice, Nontraditional Education, Books, Discussion, Perspective Taking |
| DOI: | 10.1177/0950422220912183 |
| ISSN: | 0950-4222 |
| Abstract: | The research and practice are clear: the humanities develop empathy, sensibility, and other individual skills critical to successful employment. But, they also support the development of collective skills that empower productive teams and workplaces. This article explores the collective impact of narrative literature through the lens of an innovative workplace-based learning program. The program uses facilitated conversations about literature to invite colleagues "at all levels" to practice questioning assumptions, listening to different voices, and connecting to new ideas and to each other. Examining data from over 800 participants, the authors provide scholarly and practice-based evidence that literature discussions support otherwise elusive workplace dynamics. The results establish the link between shared human experience and workplace quality, as colleagues learn to "be" and "work together." In addition, the concept of collaborative literacy that emerges from this study promises a new approach to learning in multiple non-traditional settings and in the academy itself. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1260540 |
| Database: | ERIC |
| Abstract: | The research and practice are clear: the humanities develop empathy, sensibility, and other individual skills critical to successful employment. But, they also support the development of collective skills that empower productive teams and workplaces. This article explores the collective impact of narrative literature through the lens of an innovative workplace-based learning program. The program uses facilitated conversations about literature to invite colleagues "at all levels" to practice questioning assumptions, listening to different voices, and connecting to new ideas and to each other. Examining data from over 800 participants, the authors provide scholarly and practice-based evidence that literature discussions support otherwise elusive workplace dynamics. The results establish the link between shared human experience and workplace quality, as colleagues learn to "be" and "work together." In addition, the concept of collaborative literacy that emerges from this study promises a new approach to learning in multiple non-traditional settings and in the academy itself. |
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| ISSN: | 0950-4222 |
| DOI: | 10.1177/0950422220912183 |
