THE VALUE OF JOURNAL WRITING AS A MEANS OF FOSTERING CRITICAL REFLECTION IN ADULT LEARNERS

Abstract

This study evaluates journal writing to foster critical reflection in adult learners, specifically book club members studying fictional literature. It examines the history of book clubs and researches literature exploring journal writing to foster critical reflection. The subjects are 9 female book club members-6 finished. It is a qualitative study using emergent design. The method is content analysis using a 5-point reflective scale examining changes in critical reflection. Participants gave feedback by written questionnaire and interview discussing their feelings about journal writing for development of critical reflection. Sixty-six percent of the participants began writing at levels 4 or 5 while 33% moved from level 2 to level 5 Anecdotal reports discussed how the process affected areas of self-esteem, empowerment, metacognition, deeper levels of thought, and focus for study and learning. Further research is recommended as reflective journal writing may suit certain personality types, learning styles, or disciplines of study.