Fully updated with important new theory and practical material, this second edition of Learning Journals offers guidance on keeping and using journals and gives step-by-step advice on integrating journal writing on taught courses, in training and professional development and in supporting personal development planning (PDP) activities. Key topics covered include:
- the nature of learning journals and how we learn from them
- the broad range of uses of learning journals, including portfolios and personal and professional development
- the depth and quality of reflection in learning journals
- the assessment of learning journals and reflective writing
- the use of narrative and story-telling techniques in journals.
With useful exercises and activities that enhance learning journal work in a structured manner, Learning Journals is invaluable reading for teachers and students in higher education, for all professionals, particularly those working in the health services and business and training and for all those who want to learn more about keeping a fulfilling personal journal.
Table of Contents
1. Backgrounds: Some Introductions to Learning Journals 2. Learning From Learning Journals: Journals and the Process of Learning 3. How Students Learn From Learning Journals: Journal Writing as a Process that Accentuates Favourable Conditions for Learning 4. Quality and Depth in Reflection and Learning Journals 5. The Uses of Learning Journals 6. Journals in Teaching and Learning in Higher Education 7. Journals in Professional Education and Development 8. Learning Journals and Personal Development 9. Starting to Write a Learning Journal 10. Assessing Journals and Other Reflective Writing 11. The Enrichment and Broadening of Journal Processes Through the Link with Story 12. Examples of Journals 13. Activities to Enhance Learning from Journals
Jennifer A. Moon researches learning in the Centre for Excellence in Media Practice, Bournemouth University, and an Independent Consultant.
'This book is described in the title as a 'handbook' and that is exactly what is provided. It is not heavily laden with theory on reflection and learning, but there is enough there for those who are new to the topic to find some pointers for follow up. It is invaluable for teachers who wish to find ways of making the journal process come alive for students and I shall certainly be trying out some of her suggested approaches.' - Barbara Maiden, University of Wolverhampton, UK