IEPIS Newsletter - December 2014 (Plain Text Version)
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A HUMAN LIBRARY INSPIRED PROJECT: DEVELOPING COSMOPOLITAN CITIZENSHIP THORUGH DIALOGUE
Community Connection and Language Derwing, Murno and Thomson (2008) confirm what many language instructors already intuit: fluency improves with more interactions in the L2 outside of the classroom. Although one would assume international language students have plenty of opportunities to practice English in their new community, Jackson (2011) finds this is not necessarily true. International students may not seek out L2 interactions outside of the classroom for a variety of reasons. Therefore, it behooves the language instructor to create structured and guided activities that connect students with their host community. The Human Library does just this. This project encourages students to practice oral communication directly with community members, and through these interactions, expand notions of culture and identity. The Human Library The Human Library was started in Denmark in the early 90s, initially, as an anti-violence campaign. It is described by its founders, not as a “project”, but rather a “method”. This method is used for promoting dialogue, reducing prejudice and encouraging connection within the community. The process of the Human Library is simple and not too far off from a traditional public library. The difference being a reader checks out a “living book”. The living book has created a title based on an aspect of her identity or a past experience in her life. The reader who has a curiosity about a certain title can “check out” the book. The check out process entails having a conversation with the living book about her title. From the Human Library website (http://humanlibrary.org/The Human Library), one can find titles from previous events that have taken place across the globe. Some examples of living book titles are as follows: terminally ill, single-dad, environmental activist, homeless, judge, drag queen, ex-gang member, lawyer, Muslim, HIV positive, police officer, funeral director. The hope is that in the course of that conversation, a stereotype or possible misconception one has about the book’s title is challenged. At the very least, the reader’s understanding of that living book’s title has most likely expanded, and the book has had a chance to define herself. In addition, a reader has the opportunity to ask honest questions that they may not dare in an everyday interaction with a stranger. To me, the Human Library is not only a method to encourage dialogue, but also to satiate normal curiosities we have about one another. For international students, this is also an opportunity to expand their cultural assumptions about Americans and identify commonalities with host community members. Through this recognition of cross-cultural commonalities, Osler and Starkey (2003) note that a more cosmopolitan outlook on identity occurs. Cosmopolitan Citizenship The Human Library is an activity that promotes a more interconnected outlook on identity. This process seems especially crucial with the internationalization of college campuses and global exposures that occur today. Introducing students to culture and identity beyond the ideas of nationhood and ethnicity may serve to highlight existing commonalities of identity. Giving students a chance to recognize common interests and roles can foster a feeling of connectedness. This recognition of familiar traits, or commonalities, is integral in helping students go beyond the process of “othering”. With the Human Library, although a reader starts with a specific title, through conversation we see this “tag” humanized. For example, suppose you are the “reader” of a book titled “football fan”. Although you may have no interest in football, and you may even have a bit of a stereotype about football fans, through conversation you realize you are both into massive online gaming, or you both grew up in small towns, or share a sense of humor, or you have the same political leanings. Once we find a connection, the idea of a single identity (in this case “football fan”) feels limiting and simplistic. Through dialogue and exposure the stereotyping process is complicated. Similarly, if you ask a student to identify herself, she may find that it is difficult to assign herself just one descriptor. A student could say “I’m an Algerian, a mother, a heavy metal fan, a Berber, a shy person, and a woman.” etc. Through reflection about how difficult it is to define ourselves with one title; we may start to extend that complexity to others. With exposure, dialogue and reflection on identity a more humanized outlook on others can be gained. At this point, identify is less rigidly delineated by nation, ethnicity and language, and instead human commonalities have a chance of being highlighted. At this point, a more global or “cosmopolitan citizenship” can be achieved. Process and Personal Experience The steps I used in setting up a Human Library event with my students were modified from the Human Library website. In turn, I am certain the process I set up is modifiable for different teaching contexts, levels and course objectives. 1. Preparation activities I set up a human library event with visiting professors from Iraq who were here for a 10-week teacher training. As they were high-level English speakers, we prepared for this activity by reading various theories of cultural identity. After discussing the readings, we had a reflection writing about their own identity. Again, depending on your level and course objectives, the preparation activities vary. This could be work on thematic vocabulary related to the book that was chosen, conversation strategies like back channeling, starting and ending conversations, turn-taking, follow-up questions etc. With higher-level students readings about culture and identity may also be fruitful in setting the tone for this event. These readings also allow for reflection on how a student would identify himself. 2. Collect “living books” within the community I work at a fairly large IEP, so our faculty and staff provided a large and diverse pool of living books. An example of some of our living books that were chosen by students were: female athlete, widow, single mom, and former homeless person. One could also draw from students in other classes, staff and faculty from other departments, or various community organizations like a rotary club. You may want to also collect books that pertain to the themes you are working on in class. For example, if your students are learning about “Activities or Hobbies” you may find living books who exemplify certain hobbies such as rock climbers, artists, scuba divers, DJs, bloggers etc. 3. Give selection of books to readers Part of the appeal of this activity is the student chooses her own book. I asked students to pick their top two books so overlapping “reads” were kept to a minimum. If the student knows which book they will speak to, they have time to form appropriate questions with the guidance of their instructor. 4. Set up guidelines and logistics This step seems the one that will vary most depending on one’s teaching context. I did take one of the guidelines from the Human Library website that I found particularly appropriate: Return books as you found them. I reminded both parties about being equally open and respectful. I told the living books that although they agreed to be open about their title, they do not have to answer any question that makes them feel uncomfortable. I had students interview their books for 20 minutes, but many of them talked for longer. A Human Library could also be a room with the living books sitting at different tables. A student could rotate or “check out” multiple books in which she was interested during a single class period. 5. Post Activity The one activity that seems vital for developing cosmopolitan citizenship is reflection. I had students write a journal entry about any cultural assumptions that had been challenged. One student wrote about his surprise that there were homeless people in America. He always imagined everyone was well off and without extreme financial hardships in this country. These journal writings also led to a class discussion about my student’s experience with their living book. Beyond writing about their conversation in reflection journals, students could give presentations, engage in small group or class discussions, create posters to advertise their living book for a book fair, or record conversations (with permission) that could be analyzed for new vocabulary or expressions. Final Thoughts Willem Levelt (1989) calls conversation ‘the most primordial and universal setting for speech…’(p. 29). The Human Library allows our students to engage in linguistically and culturally meaningful interactions while prompting our readers, and books, to reassess assumptions we may hold about one another. This project can also give our students, who are far away from home, a connection and sense of belonging- locally and globally. References: Derwing, T. M., Munro, M. J., & Thomson, R. I. (2008). A longitudinal study of ESL learners' fluency and comprehensibility development. Applied Linguistics,29(3), 359-380. Human Library. (n.d.). Human Library. Retrieved from http://www.humanlibrary.org/ Jackson, J. (2011). Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning. Language and Intercultural Communication,11(2), 80-96. Levelt, W. J. (1993). Speaking: From intention to articulation (Vol. 1). MIT press. Osler, A., & Starkey, H. (2003). Learning for cosmopolitan citizenship: Theoretical debates and young people's experiences. Educational Review, 55(3), 243-254. Becki Quick teaches in the American English Institute at the University of Oregon. Over the last 20 years, she has lived and taught English in multiple countries and administered programs for resettled adults in the United States. Her interests lie in interdisciplinary approaches to learning, community engagement, and strengthening reading skills. |
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