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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 0000-0002-3625-2205), Jaussen, Capria, Nestor, Karen R.
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
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  Data: The Seminar Goes to Work: Towards a Theory of Collaborative Literacy
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Ann+Kowal%22">Smith, Ann Kowal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3625-2205">0000-0002-3625-2205</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jaussen%2C+Capria%22">Jaussen, Capria</searchLink><br /><searchLink fieldCode="AR" term="%22Nestor%2C+Karen+R%2E%22">Nestor, Karen R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Industry+and+Higher+Education%22"><i>Industry and Higher Education</i></searchLink>. Aug 2020 34(4):263-271.
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  Data: 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
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  Data: 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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