This is a terrific resource for local groups starting electronic discussion
groups. As was mentioned earlier, anyone can now start a mailing list for
free. One that is accessible and easy to use is http://www.egroups.com
the references to Listserv software are generic references to mailing
lists generally and not anyone's endorsement of particular mail management
software. Listserve, developed by Eric tomas in 1986, is a product of the
L-Soft Corporation.
kelly
>From the web page
http://www.cpn.org/sections/tools/manuals/electronic_handbook1.html
The Electronic Forum Handbook:
Study Circles in Cyberspace*
Pamela B. Kleiber, Ed.D.
Margaret E. Holt, Ed.D.
Jill Dianne Swenson, Ph.D.
This Handbook is dedicated to the memory of Susan Ginsberg
Hadden.
Susan Ginsberg Hadden was a professor at LBJ School of Public
Affairs at the University of Texas at Austin at the time of her
death on January 15, 1995 in Cambodia. Gary Chapman, friend of
Dr. Haden wrote in an e-mail message (Tuesday, January 17, 1995,
10:30:53) carrying the tragic news of her untimely death, "Susan
was an empassioned activist for social justice, environmental
quality, and, especially in recent years, for a public, civic,
and democratic vision of new technolgies." Susan was raised in
Austin, Texas, attended Radcliffe College, and earned her Ph.D.
in political science from the University of Chicago. The message
continued: "Beyond all the biographical data, Susan was a warm,
generous friend, a great source of energy and passion, someone
who just embraced life....She will leave a large hole in our
lives and in our work for a better world." It is in Susan
Ginsberg Hadden's memory that we dedicate this handbook.
*The authors of this electronic forum handbook acknowledge the
help and ideas from many others in the shaping of this handbook:
Deborah Witte, Charles F. Kettering Foundation; Deborah
Templeton, Ann Tunmer, Brad Cahoon, and Maria Cseh, fellow
interenet travelers, graduate students in the Department of
Adult Education at the University of Georgia and, Phyllis Emigh
and Martha McCoy of the Study Circles Resource Center.
Forward
This handbook results from the experience of moderators trained
in traditional face-to-face approaches to moderating forums and
study circles who experimented with an electronic version on the
Internet. We planned and piloted a forum before linking
classrooms in an electronic study circle. One class at Ithaca
College in New York with senior undergraduate journalism majors
taught by Dr. Jill Swenson and a public policy and adult
education seminar with graduate students at the University of
Georgia taught by Drs. Margaret Holt and Pam Kleiber joined
together in electronic dialogue during Fall 1994.
Since there are so many lessons learned, it seemed worth sharing
our experiences with people who are considering similar
electronic adventures. It is our hope that people can avoid some
of the errors we made and benefit from some of the things we
have learned.
Because the Manual for Study Circle Discussion Leaders,
Organizers, and Participants served us well as a guide to
learning face-to-face methods, we followed its example in
shaping the Handbook for Electronic Forums: Study Circles in
Cyberspace and hope this manual may be useful in similar ways.
We recommend that this manual be used as a companion piece with
electronic versions of study circles and forums.
The Electronic Study Circle and Forum Handbook is available on
the World Wide Web. Copies may be downloaded and copied as long
as proper credit is given to the authors. Print copies are
available from the Study Circles Resource Center, P.O. Box 203,
Pomfret, CT 06258, (203) 928-2616, FAX (203) 928-3713 for a
nominal fee.
Table of Contents
Dedication
Forward
Introduction
* Definitions of Forum/Study Circle
* Functions/Purpose/Goals
Organizing an Electronic Discussion Group
Moderator Guidelines for an Electronic Discussion Group
* Conducting an electronic discussion
* Tips for moderating an electronic discussion
Participant Guidelines for an Electronic Discussion Group
* Who participates in electronic discussions
* Tips for participating in an electronic discussion
Lessons Learned
Appendices
A. Dialogue versus Debate
B. Netiquette
C. Emoticons
D. Moderator Technology Checklist
E. Ground Rules
F. Evaluating the Experience
----------
Introduction
This handbook presents the basics of planning, conducting,
participating in, and evaluating electronic forums and study
circles. It includes points to consider in creating successful
discussions and encouraging deliberation in small on-going
groups or larger one time forums. Based on the authors'
experiences with forums and study circles and trying them out on
the Internet, this handbook attempts to share lessons learned.
We encourage those who use it and learn further, to share
insights and experiences for future updates. The authors who
have contributed various writings on the virtual discussion
experience invite your comments and experiences as educators and
citizens develop new communication opportunities for discussions
on the Internet. Please send comments to:
* [log in to unmask]
* [log in to unmask]
* [log in to unmask]
The study circle process employs methods for learning that draw
upon the experiences and knowledge of participants by sharing
opinions and perspectives in deliberative discussion. Study
circles at their best are considered small group democracy in
action and are held in countries around the world. Sweden is
known for the prevalence of study circles as a major adult
education effort with considerable political influence. While
study circles generally meet episodically over a period of time,
forums may be one time discussions and may include more
participants than the study circles. Public forums and study
circles remain vital for civic development and democracy. The
legacy of town hall meetings in Colonial America is found in
today's forums and discussion groups and tomorrow's electronic
study circles.
New Neighborhoods and Communities
Study circles and forums have been a neighborhood and community
phenomenon with dynamic face-to-face interaction. The increasing
fragmentation in society and in our lives along with the growing
popularity and access to the Internet have created considerable
interest in making connections between people separated by space
and time. Issues considered in electronic meeting places range
as widely as the geographic locations represented. Themes
discussed by members of Internet neighborhoods are common to
civic concerns in geographic communities. For electronic
discussions, in fact, the experiences and lessons from one
geographic community become resources for another community.
Geographically remote communities remained isolated until public
access to the Internet allowed new dialogues. Electronic
discussion groups are often referred to as "communities" and
"neighborhoods," implying shared and common interests and
concerns transcending limitations of time and space. Howard
Rheingold, in The Virtual Community (Addison-Wesley, 1993),
notes that "perhaps cyberspace is one of the informal public
places where people can rebuild the aspects of community that
were lost when the malt shop became a mall."
The potential for the Internet is a very exciting and
challenging opportunity for enhancing public dialogue and
encouraging deliberative democracy. It is a challenge to create
an atmosphere for deliberation in any environment. Cyberspace
poses its own challenges. The potential for creating dialogue
not bound by space and time is a challenge worth considering as
new forms of associational life emerge in our global village.
I. What is an electronic study circle?
Deborah, a librarian in Ohio, turns on her computer,
checks her e-mail and finds five messages under the
subject "Boundaries of Free Speech." Twelve
participants and two moderators all have the same
messages on their computers because they are part of a
group discussion using a listserv on the Internet. The
most dated message is four days old and was posted by
the moderator of the study circle who is in Georgia.
Our participant from Ohio reads the message which asks
a provocative question about censorship and children.
The next message is a response to that question from a
participant in Washington, D.C. who offered a
reflective response to the question. Two more messages
one from Ithaca, New York, and another from Seattle,
Washington raise different points in response. The
fifth response is a private message under the same
subject heading. The moderator has sent a private
message to Deborah telling her that her comments about
her experiences as a librarian have been very helpful
in focusing the discussion. Deborah spends about 20
minutes reading messages and makes a mental note to
find time tomorrow to reread the material on this
topic and write a response to the current discussion.
She mulls over what she thinks about the topic and
reflects upon what others have posted.
This scenario describes one interaction in an electronic study
circle. An electronic study circle is a small group of
individuals (15-20) who are interested in a topic or issue and
are voluntarily committed to devoting time, thought and
discussion over a designated period of time to discuss the issue
through electronic means; this may mean through simple
electronic mail or computer conferencing using more
sophisticated software. A face-to-face study circle includes
multiple meeting times and participants study the issue in some
depth. Some study circles may meet once a month for a year while
others may meet twice a week for a month. The advantage of the
electronic study circle is that it allows individuals separated
by time and space to come together to discuss issues that are
divided into manageable topics to encourage dialogue among
participants. Reading materials provide a common orientation and
reference to the subject matter. The experiences of the
participants offer important perspectives on the issue as
everyone tries to develop an understanding of the values that
underlie opinions.
A simple e-mail [electronic mail] listserv can provide the
necessary support for moderators and participants who wish to
participate in electronic study circles. Many organizations such
as schools, libraries, and workplaces have the capabilities of
setting up a listserv.
II. What is an electronic forum?
Karl signs in on a computer at his school. He is a
senior who is doing a project on campaign reform, and
one way he is researching the topic is through
participation in an electronic forum his teacher told
him about. The forum will take place during one week,
Sunday night to Sunday night. Thirty-seven
participants have requested to be added to the
electronic large group discussion. He has introduced
himself, read introductions of other participants and
has read at least twenty messages about special
interest groups financing political campaigns. He has
been a bit reluctant to write a message but he has
decided to pose a question for his research topic to
the group. He pulls out his notebook, finds his note
to himself, jots down the question, rereads it and
then types it into his computer keyboard before
sending it to the listserv address. Minutes later all
thirty-six participants have his message in their box.
Karl reads some other e-mail messages and then sees
that he has "new mail." He scrolls down to retrieve
the new message and finds that another participant has
already responded. They converse by sending each other
brief messages. Other participants will read their
late night interaction at various hours as each can
"log-on" to the forum independently and at
self-selected, convenient times.
An electronic forum is a group of people who discuss a topic or
issue for a limited time, certainly less than in a study circle.
A face-to-face forum is a one time meeting with any number of
people who may participate. Generally, a forum includes more
participants than the study circle, requires less time and
consequently the issue may be discussed in less depth. It is
considered manageable to have no more than twenty participants
using simple e-mail. For larger groups, software packages such
as First Class, Lotus Notes, and Caucus, to name a few, are
recommended. These software packages help organize threads of
conversations that may be occurring simultaneously.
III. What are the functions of these electronic group
discussions?
The purpose of electronic study circles and forums is to create
public dialogue and deliberation on issues which would not be
possible otherwise. The intent is to increase the participants'
understanding of various perspectives on an issue through
dialogue focusing on values and experiences that underlie
opinions. The group functions as a small democracy with emphasis
on participation in active speaking, listening, considering, and
deliberating in order to make choices among alternatives
offered. Agreement is not necessary, but appreciation for
different perspectives is encouraged. John Gastil presents an
interesting analysis of elements of the deliberative process in
an ideal National Issues Forum. The following chart is from "A
Thought Piece on Deliberation," prepared for the Kettering
Foundation by the Institute for Public Policy, University of New
Mexico, Albuquerque.
DELIBERATION
Aspect of a Deliberative Process Deliberative Activity in an Ideal
National Issues Forum
1) Identify the problem for study Moderator/group selects an issue book
2) Establish Evaluative Criteria Participants articulate their values
(Identify the Relative Values, at the beginning of the forum
Weigh the Different Values)
3) Identify the Range of Possible NIF Issue books identify basic
Solutions to Problems choices. Other choices may
arise during the discussion.
4) Estimate the Costs and Participants discuss each issue
Benefits of Solutions to Problems in turn, weighing its pros and cons.
They rely upon information in
the issue book and participants'
knowledge and direct experiences and
5) Determine the Optimal Solution Group tries to identify range of
common ground and disagreement to
speak in a more public voice
after the forum
IV. How are electronic study circles and forums different from
the face-to- face study circles and forums?
In a face-to-face discussion, we have the benefit of non-verbal
as well as verbal messages. When we are speaking or listening,
we convey a great deal about how we feel about what we think.
This information further shapes the discussion. We bring a host
of preconceptions to the discussion about age, race, class, and
gender; some of which may be unconscious. These preconceived
attitudes may affect the way we "hear" what some people have to
say. For example, if we are deferent to age, we may not want to
interrupt an older person who is speaking even if they are
dominating the discussion. Or without realizing it, we may pay
closer attention to what people of our own racial and ethnic
background say than someone who differs from us. These factors
are eliminated when we cannot see or hear discussants, but can
only read one another's words. Their is no eye contact or other
body language to help us understand how what we communicate is
being received in time to modify it. This can make understanding
a challenge.
In a face-to-face discussion the pace may not allow us to
reflect before we speak. In electronic discussions we can take
more time and reflect longer before responding. On the other
hand, strands of the same discussion can occur simultaneously in
the electronic version. The lack of a linear discussion
overwhelms some participants.
One thing is certain, participation patterns are different.
People who may enter into dialogue in face-to-face discussions
may hesitate and feel uncomfortable initially in the electronic
discussion. Likewise, people who have been reluctant to speak in
groups before, sometimes find their voice in the electronic
medium. The moderator's role is vitally important to the success
of any study circle or forum, but particularly for the
electronic mode. Each format for discussion, face-to-face (f2f)
and electronic, has its own advantages and disadvantages.
Perceptions of Positive and Negative Features of Face-to-Face
and Electronic Forums
Face-to-face Forums:
Positive:
* debates
* spur of the moment
* responses
* body language
* emoting
* intonations
* gauging strength of argument
* "guaranteed" responses
* immediate gratification
* continuity
* lively, "heated"
* personal contacts
Negative:
* lack of participation
* creates more nervousness
* dominating by some
Electronic Forums
Positive
* fuller participation
* greater involvement shy/reserved people
* no one dominates
* anonymity
* choice of time to participate
* not as nerve-racking
* easier to say what you feel
* say as much as you want as long as you want
Negative
* technical difficulties
* not as fluid, rapid, continual
* absence of emoting
* anonymity
* impersonal
* unnatural dialogue
* less chance for clarification
V. Who leads the electronic study circle or forum?
A moderator or team of moderators is designated to take the
responsibility for managing the listserv and facilitating group
discussion. In organizing a face-to-face study circle, many
decisions will need to be made. Deciding on the issue, on the
moderator, the reading material, recruitment of participants,
and ground rules are just a few of the decisions to be made.
There will be logistical issues such as determining where, when,
and how long the study circle or forum will meet. In an
electronic study circle, the moderator will be responsible for
similar planning and the fact that the discussion will be
electronic will affect those decisions.
The logistical planning of a time and location for a
face-to-face study circle or forum is replaced by making
arrangements for communication connections to the Internet. The
listserv (a simple electronic mail discussion group) is
relatively low cost and less technologically complicated for
study circles with up to twenty participants.
VI. What is the moderator's role?
In face-to-face as well as Internet discussions, the moderator
conducts the electronic discussion by facilitating dialogue. The
moderator does not contribute his or her own views to the
dialogue. It is the moderator's responsibility to:
1. Introduce the topic
2. Set the tone
3. Model good communication principles
4. Establish ground rules
5. Maintain focus while creating an atmosphere which allows
various perspectives to be shared
6. Draw the electronic discussion to a close by "harvesting" the
voices. (See Section on Moderator's Guidelines for further
information.)
In an electronic study circle the moderator may have additional
responsibilities.
a. solve technical problems and respond to individual
participants' technical glitches.
b. encourage participants to communicate with one another.
c. send affirming messages to those who post.
d. send inquiring and encouraging messages to those who remain
silent.
Participants in an electronic discussion participants are
expected to:
1. Read preliminary information that is sent out.
2. Become somewhat familiar with their own Internet support
system.
3. Agree to follow netiquette and ground rules as set up by the
moderator(s).
4. Listen and respect one another's perspectives and experience.
5. Contribute to the discussion by relating experiences and
perspectives on the topic.
6. Continue to think about the topic. This process is often
referred to as "stewing."
----------
Organizing an Electronic Study Circle/Forum
Organizing an electronic forum and study circle requires advance
planning whether it is to be face-to-face or electronic. We have
compiled a list of the major steps and have included our
experience in planning for the electronic forum in italics
following each step. We suggest that you adapt our examples to
meet your needs.
The Planning Steps for an Electronic Forum
1. Decide who will organize the electronic discussion.
Who will sponsor it? Who will participate? What is the optimum
number of participants? Who will moderate?
We had three organizers who determined all of these factors.
Because it was used as an instructional strategy in our
classrooms, we sponsored it as teachers. We also took moderating
responsibilities. Jill and Pam were co-moderators with Jill
posting questions and harvesting voices while Pam tried to
manage the technical aspects. But co-moderating can be arranged
with shared responsibilities in various ways. Margaret was the
silent moderator which meant that she observed what was
happening and "coached" us when she perceived that we might make
changes in what we were doing.
2. Set up the electronic discussion group by creating a listserv.
In most cases because of limited resources, a listserv will
serve the technical function of an electronic mail discussion
group. Jim Morrison, Horizon Digest 100, October 30, 1994,
explains,
"A listserv is a means of discussion through computer
networks, most commonly now the Internet. In most
LISTSERVs individuals are enabled to attach their own
electronic mail addresses to a common list. Every
message sent to the electronic mail address associated
with the list can be sent to every electronic mail
address on it. The MODERATOR, if there is one,...tries
to stimulate discussion of sufficient interest to
provoke at least some messages each week." Listservs
can be public or private. If it is public, anyone can
join in the discussion. If it is a private listserv,
membership is controlled by the moderator. Our
experience is with a private listserv. Just as in a
face-to-face study circle, an electronic study circle
that is private can be opened to anyone.
Only one individual must have access to the technological
assistance required to set up a listserv in order to have
everyone use it. Anyone who has access to technological
assistance with the Internet through an organization such as a
school, workplace, or library, can investigate using one.
Two of us with the University of Georgia checked with our
computer support network. We were told we could have a listserv.
We were also asked the purpose of the list and we were both
officially listed as co-owners with a technical person who
helped us manage problems. We found that when error messages
came to us rather than panic, if we forwarded them to our
co-owner, he would learn the problem by reading the message and
would advise about remedies. We never learned how to read those
error messages, but we did learn to take his advice!
3. Use listserv for planning.
Once we had the listserv, we discovered that we could use the
listserv for planning. Jill, Margaret, and I began to send
messages directly to NIF-L at the Internet address and we would
get the mail and respond in a planning/discussion group. This
allowed us to become familiar with the technology while also
providing an advantage of group communication.
4. Decide on topic of discussion and a time.
What issue will be discussed, when and for how long?
We planned a pilot electronic forum to take place over a two
week period. We chose "freedom of speech" as a topic because of
the broad appeal. We then carried out a six week forum on People
and Politics. The first week was introductions and netiquette.
The second through fifth weeks we introduced choices by posting
discussion questions on each Sunday night and moderating the
discussion each week. In some cases, the threads of the
conversations from previous weeks with those choices continued
at the same time new choices were being discussed. The sixth and
final week we harvested the voices.
5. Select related reading material that will provide common
reference for participants.
We used the same material we used for this topic in face-to-face
discussion. Kettering Foundation and Study Circles Resource
Center have materials to guide moderators in typical forums and
study circles. We ordered issue booklets for all participants
and sent them out as soon as participants signed on.
6. Recruit participants.
Strategies for recruiting participants include inviting
friends, neighbors, club members and relevant listservs. We
decided to invite friends and colleagues who had expressed an
interest in our electronic discussion experiment to participate
in a pilot discussion. In most cases, we already had e-mail
contact with them so we sent an invitation via e-mail with
specific instructions about when it would be held and how to
join. Specific instructions as to how to "subscribe" were given
to us by the technical support person. We gave all who were
invited very specific commands to subscribe. In addition to a
number of people we knew and had specifically invited, we also
has some people who were told about it and asked if they could
participate. Finally, students enrolled in our seminars during
Fall 1994 were asked to participate.
7. Signing up participants.
People who are invited to join should send e-mail messages to
the listserv address asking to subscribe. A listserv
automatically subscribes and unsubscribes people to the listserv
with very specific commands. A list of those commands is listed
in Appendix D. These simple commands are automatically sent to
people who subscribe and should be kept on file while
participating.
Send message to: LISTSERV@NODE
Subject line: Subscribe new listserv and your real name
We used one of the first class sessions to schedule a
synchronous time for our classes to introduce themselves.
Unfortunately, some participants had erroneous e-mail addresses
and our computer support system developed some unexpected
idiosyncracies. In addition, those participants who were used to
their own computers and found the system in the classroom
different, were slowed down somewhat. These factors frustrated
the early communications.
8. Begin posting information.
What information will you need to introduce the issue? Will
participants introduce themselves? Do you have some ground rules
each participant should read first? (See Appendix).
We began posting information reminding participants to send for
their reading materials and to note start dates for electronic
discussion on their calendars. As soon as everyone successfully
subscribed, we posted the first official introductory
information about the issue, who the moderators would be, the
structure, time frame, and information relating to research
which we were conducting. Next we posted netiquette and ground
rules for participation. Samples are included in Appendices B
and E.
----------
Moderator Guidelines for Conducting an
Electronic Forum
The moderator's role is very important in the electronic forum
or study circle. There is more than enough for one person to do,
so if it is possible to have co-moderators, we recommend it.
There are a number of ways to divide the tasks. In our
electronic forum we had a co-moderator in charge of discussion
and harvesting, a moderator in charge of the technology issues
and problems, and a silent moderator who assisted with formative
and summative evaluations.
Major Discussion Tasks
1. Provide a range of views on the issue.
The material you provide participants to read in preparation
for the discussion should offer various perspectives on the
issue. (See Appendix A for information on dialogue versus
debate.) National Issues Forums often use issue booklets
published by Kendall-Hunt to structure the discussion. This
background information that is shared with all participants can
be posted on the Internet to be downloaded by participants or it
can be mailed in advance. Because downloading is a complicated
function for some computer mail systems and may require
considerably more time on-line at potential cost, at this point
in time, snail mail is preferable. Include instructions for
subscribing to the listserv.
2. Welcome everyone and communicate the purpose and goals of the
electronic forum or study circle to the group.
Post the following:
* Timetable (beginning and ending dates and times)
* Format (schedule for each new discussion question)
* Expectations (if a certain amount of time or frequency is
crucial to the discussion, it should be stated in the
beginning)
* Netiquette (general for any communication on the Internet.
See Appendix B.)
* Ground rules (specific for interaction in your forum
discussion. See Appendix E )
* Emoticons (See Appendix C.)
* Dialogue versus Debate (See Appendix A.)
Please note that in order to encourage broad participation and
discourage domination, it may be useful to explain to
participants at the start that domination on the Internet can
occur with quantity, length, and frequency of messages.
3. Introduce moderators and then participants.
Consider some ways to break the ice. It is particularly
important to do this in electronic forums due to the lack of
non-verbal cues and visuals. If photos or video tapes can be
exchanged through the mail prior to the discussion, this helps
participants establish identities and contributes to development
of a sense of community. Participants can also be paired first
for introductions and then introduce the other participant to
the entire discussion group. Each participant should be asked to
develop a signature which includes personal e-mail address and
to use it for every message sent.
4. Ask participants to share a personal connection or interest
in the issue.
The human element is very important in any discussion. Because
electronic discussions tend to feel somewhat less personal
without faces and warm bodies, it is particularly important to
help the participants relate to the issue personally through
relating experiences.
5. Post discussion question(s) according to timetable.
One or two questions is adequate to begin the discussion of the
issue. Participants can be overwhelmed by a barrage of
questions. Suggest that participants use the subject heading to
keep messages organized.
6. Encourage participants to give feedback to one another.
The moderator can effectively model this behavior by using
names and quotes from comments to thread the discussion. It is
also helpful to send private notes occasionally to participants
who are not contributing or to those whose messages are
misunderstood.
7. Summarize the comments.
Include points of common ground and disagreement at the
conclusion of each segment of the discussion and before moving
on to a new discussion question.
8. Encourage participant evaluation.
Ask them to communicate privately to you at your own e-mail
address if they have comments or suggestions about how the forum
or study circle is operating. At the conclusion of the
harvesting, an evaluation can be conducted on-line or off-line
(See Appendix F).
Tips for Moderation of an Electronic Discussion Group
1. Be familiar with all the reading materials which will be
distributed to the participants.
While you do not have to be an expert on the topic, it is
important that you are conversant with the various aspects of
the topic for discussion. You may want to collect some recent
news clippings from common media sources to bring into the
discussion.
2. Write the discussion questions to stimulate dialogue in
advance so you can concentrate on HEARING during discussions and
more effectively moderate.
3. Be prepared to take an active role as moderator.
Because there is no non-verbal feedback to be used in the
electronic mode, your messages to individuals and the group are
critically important to the health of the discussion. If you
want to make a suggestion for how an individual might improve
communication, send a personal note rather than a "public" one
to the entire group. In addition, you should be prepared for
"threading" the discussion. This technique is similar to that of
summarizing. This function is particularly important in an
electronic discussion since it will take place over a period of
time with participants coming in and out of the conversation.
You will bring in various aspects of what people have said and
left unsaid that have a bearing on the topic in general and the
choice in particular.
4. Set the tone of the discussion by posting netiquette and
specific ground rules at the beginning.
A short list of emoticons can also assist in humanizing the
interaction.
5. Be prepared to assist with various technical problems.
Each discussion group, depending on the listserv set-up and
participants' computer set-ups, may have different capabilities
and limitations. We have developed a checklist for discussions
with the technical support person who will configure your
listserv. (See Appendix D.)
6. Don't be afraid to take a break.
Just let the participants know that you will be away from your
role for a specified period of time and what they should do
during that time. Leadership often emerges in interesting ways
in an electronic discussion. A short departure of the moderator
can encourage leadership from participants. You will be able to
read the messages from the discussion when you were unavailable
and assess any problems that might need attention when you
return.
7. Stay aware of and assist the group process.
The group dynamics in cyberspace are different from
face-to-face groups. Time is a factor since people come and go
in cyberspace at different times. Also discussions are mostly
limited to text and lack nonverbal cues. Moderators can do a
great deal to facilitate group process on-line.
8. Help the group grapple with the content.
Participants have more time to reflect before responding to the
discussion questions or to particular messages that have been
posted. This aspect can be an advantage in dealing thoughtfully
with the content. Moderators can ask questions and probe without
putting someone on the spot.
9. Use questions to help the discussion progress.
While one or two questions may be all that a group can tend to
when the issue is introduced, more specific questions related to
the on-going discussion can focus thinking and keep the
discussion productive.
10. Save an adequate amount of time for closing the discussion.
In order to harvest the voices and summarize common and
divergent points of the discussion, it is important to allow for
further participant input. Because participants may not be
on-line everyday, it is important to leave enough time that
everyone who wants to can have a final comment.
----------
Participant Guidelines
for an Electronic Discussion Group
Who participates in an electronic study circle or forum?
Anyone who has access to a computer with a modem and an Internet
connection can potentially participate in an electronic study
circle or forum. The listserv is set up by the moderator and
will allow all messages received to be read by all participants
as well as allowing participants to post messages to the group.
It is advisable the participant have some basic knowledge of how
to send and receive e-mail messages. Many people who learn
e-mail do so because they are motivated to communicate. People
who care about issues can be very motivated to learn to use
e-mail in order to enter discussions.
General responsibilities include:
* Listen carefully to others.
* Maintain an open mind.
* Strive to understand the position of those who disagree with
you.
* Help keep the discussion on track.
* Speak your mind freely, but don't monopolize the discussion.
* Address your remarks to the group rather than the leader.
* Communicate your needs to the leader in personal e-mail
messages.
* Value your own experience and opinions.
* Engage in friendly disagreement.
* Make your messages one computer screen length.
* Limit each message to one idea.
* Use the subject line according to group rules for topics.
* Remember that humor and a pleasant manner can go far in
helping you make your points.
* Consider whether the message should go to an individual
rather than the group.
We speak from experience! Pam and Margaret, members of another
listserv, used the reply function to send a personal message to
each other. Instead of personal messages, personal weekend
"recollections" went to everyone on the listserv. While we
survived the minor embarrassment, it is an unnecessary error.
Think before you send the message and double check who the
message is going to on the address line to avoid such a
situation. :#) (One of us blushing!)
Tips for Participation in an Electronic Discussion Group
1. Consider your computer skills.
Knowledge of the basic keyboard functions is important. Some
experience with sending and receiving electronic mail is also
helpful. While it is perfectly permissible to learn electronic
mail during a discussion on-line, it can lead to frustration
since the technology can interfere with communicating. Specific
instructions for subscribing to the forum or study circle
listserv can come from the organizers. Basically, the *reply
function* can be used to respond directly to a message. When you
use the *reply function*, your message will be posted to the
entire group. The *send mail* function can be used to send a
message to the entire group or to send a message to an
individual participant.
2. Read the materials before the forum or study circle begins.
The organizer(s) or moderator(s) will probably send via snail
mail all the materials they want you to read. The amount of
information that is generated during a discussion group can be
surprising, so it is advisable to read what you can off-line in
advance.
3. Follow Netiquette and ground rules posted in advance of the
discussion.
The communication in cyberspace is quite different from
face-to-face and it is very important that you carefully read
and follow these guidelines in order to be effective.
4. Compose concise messages.
Use descriptive subject heading to allow tracking of different
threads of a discussion. For example, the Issue booklets
indicate particular choices. These choices are the first
indicator for a subject heading. In this way, people can go back
to previous discussion threads and the reader can use the
subject heading to keep track.
5. Limit the length and information in your messages.
The ONE SCREEN/ONE POINT PRINCIPLE is key to having your
messages read and understood by others.
6. Use spaces, tabs and lines to break up the text.
Reading on the computer screen is considerably different from
reading print material. It is considerate of your reader to use
space and tabs to break up the text for ease of reading on the
screen.
7. Use emoticons to add emotion to messages.
One difference between face-to-face and electronic mail
communications is the absence of nonverbal cues in the
electronic version. For example, the use of caps is considered
the equivalent of shouting in a face-to-face group. Emoticons
can be used constructively to add emotion to messages. This
requires moderators provide some common emoticons. See Appendix
D.
8. Use information management techniques as available in your
computer set-up and the computer system for the listserv.
Among the features/ functions to inquire about and use as
available are:
* subscribe
* sign-off
* review participant list
* set mail
* set conceal
* help
* quit
* personal signature
* digest
* printer capabilities
* save messages to diskette
* archives
* subject headings
* message capacity
* saving capacity
9. Seek clarification on reply function for the listserv set up
and your personal computer set up if they are different.
10. Consider some of the advantages of participating in an
e-mail discussion group:
* develop civic literacy skills
* develop computer literacy skills
* develop critical thinking skills
----------
Lessons Learned
In the process of planning, organizing, conducting and assessing
our first electronic discussion group, the authors of this
manual, learned a great deal. This section represents some of
the most important "lessons learned" which we want to share with
you.
1. Lower technology means greater accessibility.
An atmosphere of exclusion can be unintentionally created if
the technology drives the forum rather than accessibility. It is
recommended the forum should be able to run on low-end consumer
hardware.
At the time of writing this handbook, it is recommended that
mail be used for any reading assignments. This provision allows
for less time "on-line" at a cost savings. It also reduces the
amount of e-mail in people's electronic mailboxes. Therefore,
the forum is actually supplemental to the assigned readings or
viewings (video tapes) which can be disseminated in groups or
individually.
2. Information management techniques are critically important
for moderators and participants.
The moderators/list owners should take some responsibility for
management. Guidelines for participation, posting messages in
terms of length, subject headings, and signatures (always
include electronic addresses so that individuals can interact
personally if desirable) are just a few of the important
guidelines that can be offered by the moderators. In addition,
tips for information management may be very valuable both before
and during the study circles/ forum. Participants need
encouragement and the development of skills to make substantive
contributions.
3. It is suggested that moderators request feedback during the
forum about the forum be done privately.
[Give e-mail address of moderators. Subject heading: feedback]
Feedback on content, operations, role of moderator, etc. should
be entertained. Tips can also be sent to the moderator who can
collect and summarize and disseminate.
4. Less is more.
There can be a tendency to write a great deal when one is
passionate..or to send several messages on a single notion in a
short amount of time. While it is important not to squelch
interest and expression, it is also true that quantity on the
Internet can be overwhelming. An individual can be perceived as
dominating and others may, in fact, stop listening/reading
messages and render the communications ineffective. This
observation also relates to moderator's communications. Too many
questions to consider or probes in rapid fire, can cause
participants to wonder what to respond to and leave them feeling
they must respond to all.
5. If it can go wrong, it will.
The technology adds new dimensions to study circles and forums
and one of those dimensions is technical failure...computers and
listservs can "fall and go boom" with great consequence
particularly for the listserv moderators/ manager and the
participants. Technical assistance is key. The organization that
is able to set up a listserv usually will also offer some
assistance in technical problems which are bound to arise. Be
prepared to live with the frustration of some problems that
cannot be resolved neatly or quickly.
It is still worth the experience most of the time! Moderators
are well served by learning the vocabulary of the Internet in
order to be able to pose the right questions to the technical
support people.
Check with your system administrator if you are not receiving
mail for a few days. If the system administrator receives
non-delivery notices, the person will eventually be dropped. You
may be notified, but you may not. If your e-mail address
changes, it is easier to unsubscribe first and then resubscribe
from new address.
6. Learning curves for novices can be great and frustration
intense.
We all learned how to communicate naturally, without special
devices. Phones are one thing and most of us grew up with
phones. Some of us are growing up with computers, but not all of
us. Many of us reluctantly try it because we know it is the
future and everyone likes a challenge once in awhile. But there
is quite a bit to learn to participate in a forum if e-mail is
new. Moderators and fellow participants can help in a variety of
ways as the novice moves from beginner to a position of
competence. We all have to start somewhere...the key is to be
willing to start at 0 and ask for assistance. That goes not only
for participants but moderators as well. The most experienced of
moderators find the study circle on-line is a very different
animal.
7. Netiquette is not enough.
Standard etiquette guidelines for Internet communication should
be posted. But no matter how many points are given, the nature
of the Internet is that it is so new and we are all so
inexperienced in asynchronous, electronic communication that we
cannot possibly avoid pitfalls and mishaps. The moderator and
participants do best when an attitude of openness, understanding
and sharing constructive feedback is adopted.
8. Even moderators may need to take a break occasionally in
which case posting the time off is useful to participants.
Netiquette is important since more than general rules of good
communication are necessary on the Internet.
9. Participation may not necessarily be judged by the amount of
messages.
The term "lurker" is a negative one, indicating that one is
reading and watching but not writing. People can be active
listeners. It is the moderator's responsibility to set the tone
for the level of participation required and to develop an
atmosphere that allows active forms of participation that meet
each person's needs. Differing levels of comfort with the
technology will impact participation in addition to the
engagement with the subject matter. People can feel "frozen out"
if they make comments that do not receive feedback. Moderators
can enhance participation and avoid feelings of isolation by
using weaving comments that acknowledge comments, responding to
individuals, etc.
----------
APPENDICES
A. Dialogue versus Debate
B. Netiquette
C. Emoticons
D. Moderator Technology Checklist
E. Ground Rules
F. Evaluating the Experience
APPENDIX A:
A Comparison of Dialogue and Debate
The following comparison of dialogue and debate is reprinted
with permission from The Study Circle Handbook: A Manual for
Study Circle Discussion Leaders, Organizers and Participants.
1993. A Publication of the Study Circles Resource Center,
sponsored by Topsfield Foundation, Inc.
Dialogue is collaborative: two or more sides work together
toward common understanding.
Debate is oppositional: two sides oppose each other and attempt
to prove each other wrong.
In dialogue, finding common ground is the goal.
In debate, winning is the goal.
In dialogue, one listens to the other side(s) in order to
understand, find meaning, and find agreement.
In debate, one listens to the other side in order to find flaws
and to counter its arguments.
Dialogue enlarges and possibly changes a participant's point of
view.
Debate affirms a participant's own point of view.
Dialogue reveals assumptions for reevaluation.
Debate defends assumptions as truth.
Dialogue causes introspection on one's own position.
Debate causes critique of the other position.
Dialogue opens the possibility of reaching a better solution
than any of the original solutions.
Debate defends one's own positions as the best solution and
excludes other solutions.
Dialogue creates an open-minded attitude: an openness to being
wrong and an openness to change.
Debate creates a closed-minded attitude, a determination to be
right.
In dialogue, one submits one's best thinking, knowing that other
peoples' reflections will help improve it rather than destroy it.
In debate, one submit's one's best thinking and defends it
against challenge to show that it is right.
Dialogue calls for temporarily suspending one's beliefs.
Debate calls for investing wholeheartedly in one's beliefs.
In dialogue, one searches for basic agreements.
In debate, one searches for glaring differences.
In dialogue, one searches for strengths in the other positions.
In debate, one searches for flaws and weaknesses in the other
position.
Dialogue involves a real concern for the other person and seeks
to not alienate or offend.
Debate involves a countering of the other position without
focusing on feelings or relationship and often belittles or
deprecates the other person.
Dialogue assumes that many people have pieces of the answer and
that together they can put them into a workable solution.
Debate assumes that there is a right answer and that someone has
it.
Dialogue remains open-ended.
Debate implies a conclusion.
The Study Circles Resource Center's version of "A Comparison of
Dialogue and Debate"was adapted from a paper prepared by Shelley
Berman, which was based on discussions of the Dialogue Group of
the Boston Chapter of Educators for Social Responsibility (ESR).
Other members included Lucile Burt, Dick Mayo-Smith, Lally
Stowell, and Gene Thompson. For more information on ESR's
programs and resources using dialogue as a tool for dealing with
controversial issues, call the national ESR office at (617)
492-1764.
APPENDIX B: NETIQUETTE
A Guide for the Perplexed
prepared by Brad Cahoon, Ed.D.
Georgia Center for Continuing Education
Like other frontier societies, the Internet is a wild and wooly
place where few formal rules or sanctions exist. However, there
is a "code of the Net" to which considerate users try to adhere.
Knowing and conforming to these guidelines will allow you to
take advantage of the Internet in a civilized manner that does
not impose on other users. These guidelines are also designed to
spare you painful learning experiences which Net neophytes often
endure.
Notions of netiquette center around a few simple realizations
about the Internet.
INTERNET RESOURCES ARE LIMITED.
This idea may seem to conflict with the image of the Internet as
a sprawling global network that ties together almost
unimaginable amounts of computing power. Keep in mind, however,
that use of the Internet is growing at a rate of 15 to 20
percent every month. Bandwidth, the capacity of the network to
carry information, is a precious resource that should be used
efficiently.
Consequently:
* Keep e-mail messages short and to the point.
* Avoid sending "me, too" messages. A "me, too" quotes a
previous message in its entirety and adds a comment such as
"Me, too," "I agree," or "Good point" at the bottom. Quoting
may add needed background for discussion participants, but
don't reply to a posting unless you have something new to
contribute.
* Use personal e-mail to follow up on a posting if your
questions or comments are not likely to interest the other
participants. Remember that your postings end up on computer
disks all over the world; disk space, like bandwidth, is a
precious commodity.
* When using telenet or ftp, be aware of local system time and
try to avoid logging in during work hours. For example, if
you connect to a system in California at 6 PM Georgia time,
it's still afternoon in Palo Alto, and your connection may
slow the system for its regular users.
ELECTRONIC INFORMATION CAN END UP ANYWHERE.
The Internet is not like postal mail; you should not assume that
it provides the same degree of privacy. The ease with which
e-mail can be forwarded and answered (and stolen) means you
should be cautious about what you write.
* Think before you reply! The tendency when we read a message
or posting that makes our blood boil is to fire off an angry
response. This reaction is so common it has a name:
"flaming."
Though you will often see "flame wars" in mailing lists and news
groups, they are considered both rude and asinine--somewhat akin
to having a loud private argument in front of a large, bored
audience. Take time to reflect before you mail an emotional
response. If feelings are particularly hot, wait overnight
before you mail--you'll be glad you did.
* Ask the writer's permission before forwarding a personal
e-mail message to a mailing list, news group, or third
party.
* Don't assume that others will remember to ask your
permission! Write nothing in your e-mail that you would not
want to see on the front page of tomorrow's newspaper. Be
particularly cautious about comments about other people,
which may find their way to the persons in question.
* Use privacy tools responsibly. If you need to post a message
anonymously, you can do so through special anonymous mail
servers. If you need to send a private message that must be
secure from other readers, you can encrypt it with a tool
such as PCP before mailing. Neither of these options should
be used lightly or in any way that might harm other people
or computer systems.
IN CYBERSPACE, NO ONE CAN SEE YOU SMILE.
Communicating through an all-text medium like e-mail requires
special care. Social cues like tone of voice, expression, and
body language that help convey meaning in normal conversation
are unavailable making it especially important to write clearly
and carefully.
* Use a descriptive subject line for your messages. Many
programs for reading mail and news display only the subject
line of incoming messages, so provide a clear headline to
signal what you're going to say. It's nice to use a question
mark if you are asking for rather than providing
information, e.g.
Free Internet access in Utah?
* In the bodies of your messages, use normal capitalization
and lower-case. TYPING IN ALL CAPS = SHOUTING. You can use
_underscore_ or *asterisks* to emphasize words you would
normally underline or italicize.
* Signal sarcastic and humorous comments with a "smiley"
symbol. Consider the difference between the following:
Don't you know you're supposed to read the manual?
Don't you know you are supposed to read the manual? ;)
* Use block paragraphs (no indentation on the first line) and
separate paragraphs with a blank line.
* If you are following up on an early message or discussion,
quote or restate judiciously to establish a context for your
reader.
* At the end of your message, include your name and e-mail
address. Don't assume that readers will see this information
in the header of your message, which may be stripped off by
their mail or news software.
* Emoticons (See below) can be used to add nuance and humor to
your text expression.
APPENDIX C: EMOTICONS
Emoticons can be used on the internet to add a human element to
the conversations you have. We offer some starters which are
only limited by your imagination.
:-) basic smiley used to suggest a sarcastic or joking statement
was just typed
;-) winkey smiley used to make a flirtatious or cynical remark;
it serves as sort of a "don't hit me for what I just wrote"
smiley
:-( frown conveys user's dislike of last statement or finds it
sad, upsetting or discouraging
:-o Wow! smiley conveys surprise or shock
:-Y a quiet aside smiley
:-/ user is skeptical
(-: left handed user's smile
B:-) sunglasses on head; user is laidback!
:-X user's lips are sealed; secret is safe
%-} user has been staring at computer screen too long
:-I Hmmmmmm
APPENDIX D: Moderator's Technical Checklist
Have a conversation early in your planning with the technical
support staff about information management functions that can be
added to the set up of the listserv and those that will vary
according to participants' computer systems, if different.
Depending upon your needs and the electronic mail system in use,
various functions can be customized to improve the user
friendliness of the listserv. While this section is not intended
to be a primer on e-mail, there are some functions that will
determine the success of your electronic discussion. Please
consider this a check-list which can be adapted to specific
systems. You will want to determine how the system can handle
various functions and communicate this information to
participants. In many cases, the listserv can be set to
automatically inform participants about how to use the functions
to communicate effectively and manage information. [Please note:
If participants are on the same system and share the same
technical support staff, the coordination is simplified.
However, this is most often not the case.]
Checklist
1. What is the listserv e-mail address?
2. What are the instructions to participants for subscribing to
listserv? How will these instructions be distributed?
3. What messages, if any, are automatically sent to subscribers?
4. What messages, if any, related to technical considerations
should be sent to participants in addition to those they receive
automatically? Who will send the messages and when?
5. What special functions can be arranged?
a. send mail to:
* reply to listserv
* reply to individual
b. digest
c. archive
d. message set-up
* signature
* subject heading
* sender address
e. set mail
f. unsubscribe/delete
g. assistance
* postmaster (e-mail address)
* automatic "help" information
h. others?
5. How do technical support staff want to handle technical
questions?
6. What technical support is available for participants?
APPENDIX E: Ground Rules
Here are a few ground rules for communication during an on-line
discussion. They are an abbreviated form of netiquette. These
ground rules can provide a general framework for communications.
1. Keep messages short and to the point. (One screen, one
message.)
2. Understand key facts about choices, with strengths and
weaknesses. Consider consequences of the options within each
choice.
3. Be informed.
4. Stick to the question at hand.
5. Listen with respect, and respond with conviction.
6. Avoid flaming (Flaming is reacting impulsively without
reflecting on how your message might come across to those who
will read it. Think before you send the message to avoid
flaming. )
7. Use descriptive subject lines. This alerts readers to the
topic in general and your point specifically.
8. Use personal e-mail messages to follow up on a posting if you
think it should be addressed to an individual rather than the
whole group.
9. Feel free to send the moderator(s) private e-mails if you
have have problems or concerns.
APPENDIX F: Evaluating the Experience
Evaluating electronic forums and study circles can help us
improve them while they are being conducted and for the future.
Other than our initial forum research there is little more than
anecdotal information on the impact of electronic fourm
experience. We have only preliminary information on how
effective they are and whether or not they contribute to
understanding and learning about selected topics and issues. We
propose four types of evaluation: formative, intermittent,
summative and impact. Also, we acknowledge both on-line and
off-line evaluations have merit. Some forums may best be
evaluated on-line, others off-line, and still others a mixture
of on- and off-line. Formative evaluations could involve a
representation of key stakeholders in the forum process -
planners, potential participants, researchers, and moderators,
for example.
Intermittent or midway evaluations are especially useful. Since
for many this may be the first or among the earliest experiences
with either the technology or deliberative discussion group
processes, intermittent feedback will increase the likelihood of
a successful experience. Formative and intermittent evaluations
allow for corrective measures and give technicians and
moderators a chance to adjust programs toward more effective
outcomes in midstream.
Summative evaluations on-line should be implemented, especially
if it is likely that contact with participants may dissipate at
the end of the time frame for the cyberspace forum. In some
situations planners may have ways and means to continue
interaction with forum participants, but in other situations,
this opportunity may not be the case. As people "unsubscribe" to
the listserv, moderators might send a summative evaluation to be
completed on-line.
Impact or followup evaluations are highly desirable, since they
give planners and evaluators a chance to assess whether the
forums have any lasting influence on participants. The rationale
for who is involved and the format of all evaluations is similar
for traditional and electronic forums. But in the case of
electronic forums, the directions for participation in the
evaluation, confidentiality and anonymity, and how evaluation
findings will be used need to be carefully and coherently
delivered on-line before the forum begins.
In sum, once planners determine their capacity to evaluate
[money, time, personnel], then they must decide how often they
will measure or survey participants, and whether it will work
best to do this on or off-line.
You can request specific on-line and off-line evaluation
questions from Dr. Margaret Holt on e-mail: [log in to unmask]
or write:
Dr. Margaret Holt
Associate Professor
Adult Education Department
Tucker Hall
University of Georgia
Athens, Georgia, 30602
----------
CPN -- Study Circles Resource Center
Study Circles Resource Center
Contact: Matt Leighninger
697 Pomfret Street
P.O. Box 203
Pomfret, Connecticut 06258
(860) 928-2616
(860) 928-3713 FAX
e-mail: [log in to unmask]
Project Description
What is a study circle?
The study circle is a simple process for small-group
deliberation. There are just a few defining characteristics:
* A study circle is comprised of 10-15 people who meet
regularly over a period of weeks or months to address a
critical public issue.
* A study circle is facilitated by a person who is there not
to act as an expert on the issue, but to serve the group by
keeping the discussion focused, helping the group consider a
variety of views, and asking difficult questions.
* A study circle is open to many perspectives. The way in
which study circle facilitators are trained and discussion
materials are written gives everyone "a home in the
conversation," and helps the group explore areas of common
ground.
* A study circle progresses from a session on personal
experience (how does the issue affect me?) to sessions
providing a broader perspective (what are others saying
about the issue?) to a session on action (what can we do
about the issue here?).
What is the Study Circles Resource Center (SCRC)?
SCRC is a nonprofit organization established in 1990 to promote
the use of study circles on critical social and political
issues. It is funded solely by the Topsfield Foundation, a
private, nonprofit, nonpartisan foundation whose mission is to
advance deliberative democracy and improve the quality of public
life in the United States. SCRC operates by creating study
circle organizing and discussion materials, distributing those
materials free of charge to organizers of community-wide study
circle programs, and providing technical assistance to these
organizers.
Click here for SCRC's Publication Order Form.
What is a community-wide study circle program?
Study circles can been used in a variety of ways, but most study
circles have occurred as part of community-wide study circle
programs. These programs engage large numbers - in some cases
thousands - of citizens in a community in study circles on a
public issue such as race relations, crime and violence, or
education. The key factor in convincing people to take part in
study circles is helping them see that by participating they
will actually be making an impact on the issue; through their
size and their sponsorship, community-wide programs do just
that.
What are the outcomes of community-wide study circle programs?
By participating in study circles, citizens gain "ownership" of
the issues, a recognition that there can be a connection between
personal experiences and public policies, and a deeper
understanding of their own and others' perspectives and
concerns. They discover common ground and a greater desire and
ability to work collaboratively to solve local problems - as
individuals, as members of small groups, and as voters and
members of large organizations in the community. Community-wide
programs also facilitate cooperation between citizens and
government, both at an institutional level and at the level of
parents and teachers, residents and police officers.
How do community-wide study circle programs come into being?
Typically, a single organization such as a mayor's office, a
school board, or a human relations commission spearheads and
staffs the project. In most communities, the organizing begins
when the initial organization approaches other key organizations
to build a sponsoring coalition. Most community-wide programs
have 10-30 organizations as sponsors or endorsers. Grassroots
organizations such as churches, neighborhood associations, and
clubs often take part.
Where are community-wide study circle programs going on?
In 1992, Lima, Ohio, became the first city to create a
community-wide study circle program. Since then, 19 communities
have followed Lima's lead, ranging in size from Yarmouth, Maine,
to Los Angeles, California. Over 80 other communities are in
various stages of planning and organizing community-wide
programs; the actual study circle phase of most of these
programs will begin within the next year. SCRC also works with a
number of national organizations that are working with the
community-wide study circle model, including the National Urban
League, the YWCA of the USA, the Education Commission of the
States, the National Association of Human Rights Workers, the
National Council of Churches, and the Alliance for National
Renewal.
Study circle programs help communities
rebuild democracy from the ground up.
A presidential campaign often seems like a great opportunity
to renew people's interest in the democratic process. Yet the
empty posturing and combative tone of the presidential campaign
are among the very things that have alienated large numbers of
American citizens from government and from public life in
general.
Instead of focusing exclusively on the presidential campaign and
national issue debates, many civic activists are creating
community-wide study circle programs to help citizens reconnect
to public life at the local level. These programs create an
opportunity for ordinary people to make a direct impact on
public problems and political decision-making, which is one of
the essential elements of democratic citizenship. By helping
people first become active participants of their neighborhoods
and communities, these programs lay the foundations for
democracy on a national scale.
Study circles are small-group, democratic, highly participatory
discussions. Organizers of large-scale study circle programs
bring hundreds or even thousands of citizens into study circles
to address issues such as education, race relations, and crime
and violence. Community-wide study circle programs are underway
in 19 cities, ranging in size from Orford, New Hampshire to Los
Angeles. These programs aid community problem-solving at a
number of levels, from greater individual volunteerism, to
increases in small-group collaborations, to new city-wide
policies and plans.
Study circles are grounded historically in the U.S. town meeting
tradition and in the study groups of the Chautauqua era at the
turn of the century. Community-wide study circle programs
receive free consultation and discussion materials from the
Study Circles Resource Center (SCRC), a nonprofit organization
funded by the Topsfield Foundation of Pomfret, Connecticut.
Study circles help citizens gain "ownership" of the issues, and
to begin thinking of themselves as members of a community
capable of solving its problems. Through the discussions,
citizens gain deeper understanding of others' perspectives and
concerns. They discover common ground and a greater desire and
ability to work together- as individuals, as members of small
groups, and as voters and members of large organizations in the
community. In this way, participants in community-wide study
circle programs practice a more vital brand of citizenship that
includes taking action as well as voting.
The success of this decentralized, citizen-based approach has
been touted by national figures such as U.S. Senator Bill
Bradley (D-N.J.) and Children's Defense Fund President Marian
Wright Edelman. Civic educators Frances Moore Lappe and Paul
Martin Du Bois call the community-wide study circle model "one
of the most dynamic and successful democratic practices in
America today."
Click here for the following SCRC stories, case studies, and
manuals:
Stories and case studies:
* Study Circles Bring Young People into Public Life. Inspired
by successes in Maine, California, Ohio and other places,
the Study Circles Resource Center (SCRC) has developed a new
publication entitled Youth Issues, Youth Voices: A Guide for
Engaging Youth and Adults in Public Dialogue and Problem
Solving. Schools and community groups are using the
publication to discuss four critical issues affecting young
people today--racial tensions, crime and violence, substance
abuse, and dating and social relationships--with young
people themselves. Story and case study plus.
* Citizens Use Study Circles in Lima, Ohio Against Crime and
Violence. To strengthen their communities and address the
problems of race relations and violence, public officials in
three Ohio cities have unleashed an ancient force:
deliberative democracy. Officials in Lima, Springfield, and
Columbus have used study circles -- small, democratic,
highly participatory discussion groups -- to get citizens
meeting and acting on the issues they care about. Two dozen
other cities across the country have begun to plan and
implement similar programs. Story. OH.
* Dialogue and Problem-Solving Bridge the Divides of Race and
Ethnicity. The process of overcoming bias must begin in
communities, where people interact and daily face the
consequences of racial, ethnic and class antagonisms. This
article profiles several successful programs--including
study circles--that combine opportunities for face-to-face
dialogue among individuals from diverse backgrounds with
broad-based support and involvement of local organizations
and governing institutions. Case study plus. Lima and
Springfield, OH; New York, NY.
Manuals and guides:
* Planning Community-Wide Study Circle Programs: A
Step-by-Step Guide. (1996) This guide is designed to be both
inspirational and informational as people work to create
broad-based democratic discussion of the critical issues
their communities are facing. Includes basic steps, sample
documents, stories, and resources.
* The Busy Citizen's Discussion Guide: Education in Our
Communities. (1995) This guide is designed to help you get
involved by talking with others about your community's
schools and how best to support them.
* The Busy Citizen's Discussion Guide: Youth Issues, Youth
Voices. (1996) This guide is designed to help citizens have
productive conversations on key community issues which
involve and affect youth.
* Balancing Justice: Setting Citizen Priorities for the
Corrections System. (1996) This guide is designed to help
citizens and criminal justice professionals define
priorities for the corrections system, explore a range of
sentencing options, and work together to implement
improvements.
* The Busy Citizen's Discussion Guide: Violence in Our
Communities. (1994) This guide is designed to help you work
against violence at the local level by engaging you and
others in dialogue about how best to confront crime and
violence in your community.
* The Busy Citizen's Discussion Guide: Sexual Harassment.
(1993) This guide is designed to help you have more
productive conversations about a difficult issue whose scope
has recently become more apparent.
* The Busy Citizen's Discussion Guide: Civil Rights for Gays
and Lesbians. (1993) This guide is designed to help you have
more productive conversations about a difficult issue that
many believe will become more prominent throughout the
nineties.
* The Electronic Forum Handbook: Study Circles in Cyberspace.
This handbook results from the experience of moderators
trained in traditional face-to-face approaches to moderating
forums and study circles who experimented with an electronic
version on the internet.
SCRC's Publication Order Form.
For more information, contact:
The Study Circles Resource Center
PO Box 203
Pomfret, CT 06258
(860) 928-2616
(860) 928-3713 FAX
e-mail: [log in to unmask]
----------
End of Document
|
