Number of years the group exists five categories: There are Teachers who assign Papers about them. After these two interviews, the third interview led to some final changes, in the order of the instructions preceding the inter- view and the adding of some explanation in a question concerning motives for book discussion group participation. Het oneindige, Esher over eigen werk, Meulenhoff, Amsterdam, Eysselsteijn e. Procedure Finding out about the characteristics of present-day Dutch book discussion groups with the help of two surveys requires a large number of groups and members participating in the study. Flammarion, Paris, Lorenzen, Coral E.

Kooy studied teacher book clubs. New books and classics 1. It is also possible a group prefers to read a book or parts of it together during their meetings. Talking about a specific book with another reader provides new insights to them. Paranormale verschijnselen, Nelissen, Bilthoven, Martens R. The selection of books by these groups and their opinion about those books form an essential part when describing the literary field.

Over time, participants build a collective framework of books they have all read and with their discussions they build a collective history of learning. This questionnaire served three goals. De bovenzinnelijke wereld, De driehoek, Amsterdam, Pike, J. In addition to formal learning, it is increasingly recognised that non-formal and informal learning play an important role in learning in general, and in lifelong learning for professional as well as personal development lissbon specific.

The impression is that online groups have a more open character. This lead in some cases to mistakes; some respondents actually filled in ques- tions they were not meant to answer. De menselijke persoonlijkheid, Wereldbibliotheek, Nanninga, Rob H. They read books they normally would not have read, and become capable to understand books they normally would not have understood. Since the s, for several reasons, females began to read more than males, and today they still spend more time reading than males do.

Motives for reading individually prove to filmm — in a somewhat different or intensified form — applicable when describing motives for reading in a book discussion group.


Parapsychologische verschijnselen in het dagelijks leven, De Haan, Nimegen, prof. Johannes Wier en de heksen, Stichting ivio, Amsterdam, ? Sijthoff, Leiden, Shakespeare, William Drie koningen, of: Second, corresponding with the motive of social appreciation, the socially-active motive holds that people want to show that they conform to the current norm of being socially active.

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Because of the goal of her study i. Other researchers choose to start new book discussion groups specially for their research, such as Kooy and George both did.

In total, there were members in the book discussion groups that participated in the group survey. She does not mention other non-professional literary activities such as visiting a play or liswabon poetry recital, or writing as a leisure activity. Besides this, studying both groups, each with their own character- istic discussion method, requires different research approaches.

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This im- plies one can learn about cultural emotions and nahttrein them. Also, interviewees were given the opportunity to give up an imaginary first name.

Because the aim was to gather members of several different book discussion groups, only three members of this particular group were interviewed. This was the reason why the call for the participation in the follow-up study was included filn the group survey instead of the individual survey.

Reading circles could gather to decide which new material had to be bought, but discussions on texts that were already read were not organised Honings and Lubbersp. All interviewees received information about the research project, the intentions of the interview, and how anonymity was guaranteed.

Affiliation, composition, having a coach or not, and age of the group Overview: Furthermore, it helped to design and test questions concerning reading habits and motives, because a number of questions for respondents who also happened to be members of a book dis- cussion group were added to the survey.

A literature study led to the formulation of four motives for individual reading and subsequently six motives for participating in a book discussion group, which will be presented in this section.


Eventually he started to divide his time between Amsterdam, Berlin, and the Spanish islands, where he has also written several of his works. When people read because they want to show they are readers, the status motive applies to them.

Different forms of surveys, namely surveys for readers, for book discussion groups, and for members of these groups, were investigated in order to compose the group and member survey.

In addition to these surveys, I interviewed fifteen book discus- sion group participants. Questions were kept similar and the only differences, apart from ap- pearance, were how routing was accomplished and in the possibility of looking ahead and backtracking.

Felix Spoken, Harmonia, Rotterdam, Ortt, ir.

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Psychische physica, Diligentia, Amsterdam, Tyrrell, G. These libraries are in Dutch usually called leesmusea or leeskabinetten. See also Section 1. Talking about a specific book with another reader provides new insights to them.

A survey was sent to one thousand book discussion groups, of which responded. Parapsychologie, feiten en beschouwingen, Standaard, Antwerpen, Tenhaeff, prof. Combining diverse methods enables a researcher to compensate the disadvantages of one method with the advantages of another. The Dutch translation, also named Agaat, was first published in Besides the value of discussing personal issues, some respondents said that being a member of a book discussion group gives them a valid excuse to actually take time for reading.

De strijd om de parapsychologie, Servire, Den Haag, Dietz, dr. This study includes groups with as well as groups without a coach.

The ability to experience meaningfulness and the forming of identity play important roles in learning. They all recog- nise these possibilities.