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Exploring the potential for personal growth and learning through journal writing for student and mentor alike, this volume aims to establish journal writing as an integral part of the teaching and learning process. With examples of how journal writing can be, and has been, integrated into educational areas as diverse as health education, higher education, education for women, and English as a Second Language, the contributors demonstrate ways that adult educators can play a role in using journal writing to enhance reflection in learning. It also examines ways that journal writing can blur the boundaries between personal and professional, and raises practical and ethical issues about the use and place of journal writing in a variety of settings.
This is the 90th issue of the Jossey-Bass series New Directions for Adult and Continuing Education.
|Series:||J-B ACE Single Issue Adult & Continuing Education Series , #2|
|Product dimensions:||6.10(w) x 9.07(h) x 0.24(d)|
About the Author
LEONA M. ENGLISH is associate professor of adult education at Saint Francis Xavier University, Antigonish, Nova Scotia.
MARIE A. GILLEN is professor of adult education at Saint Francis Xavier University, Antigonish, Nova Scotia.
Table of Contents
EDITORS' NOTES (Leona M. English, Marie A. Gillen).
1. Using Journal Writing to Enhance Reflective Practice (David Boud).
The author discusses the use of journal writing as a strategy to enhance reflective practice in adult education. He identifies the features of journal writing that enhance reflective practice and circumstances that inhibit it.
2. Uses and Benefits of Journal Writing (Roger Hiemstra).
Journal writing can be used for a variety of purposes, including the promotion of personal reflection and problem solving. Among the variety of forms of journals are diaries, dream books, and professional journals.
3. Ethical Concerns Relating to Journal Writing (Leona M. English).
The author identifies a number of ethical issues integral to journal writing and develops a set of ethical guidelines to govern the use of journal writing in adult education.
4. Responding to Journals in a Learning Process (Tara J. Fenwick).
The author discusses the nature of the responding relationship, including the power dimensions inherent in it. She provides suggestions for responding, including practical information on assessment of journal entries.
5. Journal Writing in Health Education (Angela J. Gillis).
Health educators have taken a leading role in exploring the use of journal writing in the educational process. The author provides examples of journal entries and sets out a three-step method of journal writing.
6. Women, Journal Writing, and the Reflective Process (Elizabeth A. Peterson, Ann M. Jones).
Journal writing is particularly suited to women's learning. This chapter explores the ways that journals help women regain voice and use journals to enhance the learning process. It also addresses barriers.
7. Journal Writing in Adult ESL: Improving Practice Through Reflective Writing (Richard A. Orem).
Journals are particularly effective ways of teaching and learning in English as a Second Language (ESL) that can be used with teachers of ESL and in adult ESL classrooms. Implications for future practice are identified.
8. Journal Writing in Higher Education (Peter Jarvis).
The author discusses the use of journals in undergraduate and post-graduate education, as well as in research in higher education. Particular attention is paid to the use of journals in distance education.
9. Journal Writing in Practice: From Vision to Reality (Leona M. English, Marie A. Gillen).
The editors highlight the chapter themes. They identify missing voices, explore areas for further research, and provide suggestions for additional reading.