The Lost Art of the Book Talk: What Students Want

2019 ◽  
Vol 73 (2) ◽  
pp. 230-234
Author(s):  
Katherine E. Batchelor ◽  
Rebecca Cassidy
Keyword(s):  
Book Talk

APA Book Talk: The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent

2020 ◽  
Author(s):  
Jamie Buck ◽  
Rena Subotnik ◽  
Frank Worrell ◽  
Paula Olszewski-Kubilius ◽  
Chi Wang
Keyword(s):  
High Performance ◽  
Human Potential ◽  
Domain Specific ◽  
Book Talk

scholarly journals ‘Something that makes us ponder’: A virtual book club in Central Queensland, 1928–38

2015 ◽  
Vol 22 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Patrick Buckridge
Keyword(s):  
Interwar Period ◽  
Book Club ◽  
Basic Fact ◽  
Reading Experience ◽  
Local Schools ◽  
Reading Matter ◽  
Book Talk

When considering the question of reading provision in remote regions, Australian historians have tended to focus on the challenge of distributing books and other reading matter affordably across vast and sparsely populated areas. In the back-blocks of Western Queensland between the wars, however, the problem of distribution had been addressed with some success: by mail orders to metropolitan book retailers, subsidised postal rates, local Schools of Arts libraries, the Workers’ Educational Association and, above all, the efficient operations of the Queensland Bush Book Club, which performed extraordinary feats of remote distribution throughout the interwar period. Isolated booklovers could almost take for granted a steady — if somewhat limited and belated — supply of books to read. Two things they could not take for granted, however, were reliable, disinterested and informed advice about what books to choose (where choice was available) and — even more important — the opportunity to share their reading experiences with others. Walter Murdoch once said, ‘It is a basic fact that when you have read a book you want to talk about it.’ That may overstate the case a little, but there is no doubt that the desire to communicate the pleasures, occasional disappointments and sense of discovery in reading books — no matter how solitary the reading experience itself may have been — was and is very strong and widespread, and that single families or households did not then (and do not now) necessarily provide congenial environments for such ‘book talk’.

New Perspectives on theTractatus

Dialogue ◽  
1966 ◽  
Vol 4 (4) ◽  
pp. 506-517
Author(s):  
Jay F. Rosenberg
Keyword(s):  
Philosophy Of Language ◽  
Book Talk

A Philosopher writes a book about ontology and the philosophy of language. That is, the first parts of his book talk explicitly about ontology; the latter parts, explicitly about language. And there are some propositions which are about both. It is a difficult book, and would-be commentators cast about for some way to approach it. In most cases, they will resolve their quandaries by plunging in at the beginning and doggedly making their respective ways to the end. But some may notice that the book as a whole is dominated by one key idea. And that, in turn, may lead them to reflect that perhaps it might prove more edifying to begin with language.

scholarly journals Editor's Note: Book Talk

Worldview ◽  
1981 ◽  
Vol 24 (9) ◽  
pp. 20-20 ◽  
Author(s):  
J. T.
Keyword(s):  
Book Talk

Reception in the Digital Era

2017 ◽  
Author(s):  
DeNel Rehberg Sedo
Keyword(s):  
Universal Theory ◽  
Individual Values ◽  
Cultural Economic ◽  
Reader Responses ◽  
Collective Inquiry ◽  
Digital Era ◽  
Digital Methods ◽  
Book Talk ◽  
Louise Rosenblatt ◽  
Scholarly Discourse

The digital era offers a plethora of opportunities for readers to exchange opinions, share reading recommendations, and form ties with other readers. This communication often takes place in online environments, which presents reading researchers with new opportunities and challenges when investigating readers’ reading experiences. What readers do with what they read is not a new topic of scholarly debate. As early as the 14th century, when scribes questioned how their readers understood their words, readers have been scrutinized. Contemporary reading investigations and theory formation began in earnest in the 1920s with I. A. Richards’s argument that the reader should be considered separate from the text. In the 1930s, Louise Rosenblatt furthered the discipline, using literature as an occasion for collective inquiry into both cultural and individual values and introducing the concerns for the phenomenological experience of reading and its intersubjectivity. While there is no universal theory of how readers read, more recent scholarly discourse illustrates a cluster of related views that see the reader and the text as complementary to one another in a variety of critical contexts. With the advent of social media and Web 2.0, readers provide researchers with a host of opportunities to not only identify who they are, but to access in profound ways their individual and collective responses to the books they read. Reader responses on the Internet’s early email forums, or the contemporary iterations of browser-hosted groups such as Yahoo Groups or Google Groups, alongside book talk found on platforms such as Twitter, Facebook, and YouTube, present data that can be analyzed through established or newly developed digital methods. Reviews and commentary on these platforms, in addition to the thousands of book blogs, Goodreads.com, LibraryThing.com, and readers’ reviews on bookseller websites illustrate cultural, economic, and social aspects of reading in ways that previously were often elusive to reading researchers. Contemporary reading scholars bring to the analytical mix perspectives that enrich last century’s theories of unidentified readers. The methods illustrate the fertility available to contemporary investigations of readers and their books. Considered together, they allow scholars to contemplate the complexities of reading in the past, highlight the uniqueness of reading in the present, and provide material to help project into the future.

Five-year-olds' book talk and story retelling: Contributions of mother—child joint bookreading

2009 ◽  
Vol 29 (3) ◽  
pp. 243-265 ◽  
Author(s):  
Jennifer Yusun Kang ◽  
Young-Suk Kim ◽  
Barbara Alexander Pan
Keyword(s):  
Story Retelling ◽  
Book Talk

scholarly journals Motivating Class VIII Students to Read Books

2021 ◽  
pp. 55-69
Author(s):  
. Singye
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Reading Aloud ◽  
Lower Secondary School ◽  
Reading Habits ◽  
Qualitative And Quantitative ◽  
Class Viii ◽  
Book Talk

This research shows how to encourage students to inculcate reading habits beyond the classroom through various interventions like Reading Aloud, maintaining a reading portfolio, and Book Talk. Reading makes men perfect in speaking and writing. It is very important to motivate our students constantly and reinforce them. Reading is not only meant for students but everyone because it helps to improve language both in speaking and writing. This research was conducted to examine how to encourage students to be active readers in the classroom as well as anywhere they required. Students were given various platforms to practice their reading inside the classroom and maintaining records of their readings too. My research was carried out with class VIII students of Chali Lower Secondary School. Data was mainly gathered through mixed methods, that is qualitative and quantitative questionnaires. Students were observed during the usual class hour. The observations were made by recording their reading using criteria. They were observed without informing to get authentic observable responses. In the end, the result was known, why the students usually neglect reading. It helped to understand why students lack reading and what are strategies teachers need to apply to overcome these challenges?

METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

2019 ◽  
Vol 20 (2) ◽  
pp. 111
Author(s):  
Niko Sudibjo ◽  
Lia Ratna Sagita Tondok
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Data Collection ◽  
21St Century ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Expressive Communication ◽  
Book Talk

The 21st century learning trends carry several skills that need to be developed, one of which is critical thinking. The purpose of this study was to analyze the use of the Book Talk method in order to foster critical thinking skills and communicate verbally expressive students aged 3-4 years using Indonesian-themed animal books. This Classroom Action Research was conducted in the Nursery class of Rainbow Victory Plus Bekasi school with the number of research subjects as many as 14 students. Data collection was carried out in 3 cycles held in May 2018. The results of this study showed tha Book Talk method was able to increase critical thinking skills and verbal expressive communication of students. However, it was also found that Book Talk was not suitable for certain types of students. Pembelajaran abad ke-21 menuntut keterampilan berpikir kritis dan melakukan komunikasi efektif sebagai syarat keberhasilan. Kemampuan ini perlu dilatih dan diajarkan sejak usia dini. Tujuan penelitian ini adalah untuk menganalisis penggunaan metode Book Talk dalam rangka menumbuhkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa usia 3-4 tahun dengan menggunakan buku cerita berbahasa Indonesia bertema hewan. Penelitian Tindakan Kelas ini dilakukan di kelas Nursery Rainbow sekolah Victory Plus Bekasi dengan jumlah subjek penelitian 14 siswa. Pengambilan data dilakukan dalam 3 siklus yang dilakukan pada Mei 2018. Hasil penelitian ini menunjukan bahwa metode Book Talk dapat meningkatkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa. Meskipun demikian, ditemukan juga bahwa Book Talk kurang cocok untuk beberapa tipe siswa tertentu.

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