Abstract
The bombardment of information on students in higher education has created a need for not only information processing skills but improved communicative competence and interpersonal relationship skills. In an attempt to address this, we have implemented book clubs in our undergraduate teacher education courses. In these book clubs, we facilitate students in both critique and analysis of perspectives at difference with one another as well as the process of communicating on a professional level. The results have been students who feel more confident in evaluating literature and hosting conversations with critical elements.
Highlights
ObjectivesThe constant creation and availability of information online and in the media has complicated the process of validation and analysis, especially in education contexts
We presented teacher education students with a choice of books of varying perspectives and backgrounds to frame their discussions of education topics
We believe that through inquiry-based communities of practice, students can both overcome the constraints large class sizes and surmount some obstacles of the “post-truth” era, where the loudest, simplest voice sometimes gets mistaken for fact
Summary
The constant creation and availability of information online and in the media has complicated the process of validation and analysis, especially in education contexts. In a “post-truth” era, the opportunity to embark on journeys of thought and exercises of the mind are essential to learning and navigating the complex social and political reality we live in. With this at heart, we presented teacher education students with a choice of books of varying perspectives and backgrounds to frame their discussions of education topics. We believe that through inquiry-based communities of practice, students can both overcome the constraints large class sizes and surmount some obstacles of the “post-truth” era, where the loudest, simplest voice sometimes gets mistaken for fact
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