Broadening the Cultural Lens through Authentic Experiential Modalities: The Effects of Reflective
Journaling on Student Learning
Sara Olin Zimmerman, Appalachian State University
Susan Musilli, Appalachian State University
Ward Zimmerman, EnterpriZ Economic Consulting
Abstract: Both digital and print reflective journals were used as part of a class that
examines the concepts of language and culture and their relationships to teaching and
learning in U.S. public schools. As a way to frame cultural awareness and understand that
world perspectives shape our views on how to work with students and families,
preservice teachers used blogs, websites and print journals to document their own
personal narratives on cultural experiences and backgrounds.
After theoretical
perspectives of diversity were studied, the preservice teachers spent three days in NYC
experiencing diverse settings that gave an authentic dimension for more complex learning
and extended the journals from personal narratives to more in-depth critical reflections.
Literature Review
One of the concerns in colleges of education is making connections between theory and practice. To make
these connections we know that we must engage students, use authentic learning strategies, and provide a
venue to encourage personal and professional development. Ever since Dewey (1933) recommended
journaling as a means to critically reflect on learning, many educators have espoused the benefits of the
journaling process (Schön, 1983; Jarvis, 2001; Dyment & O’Connell, 2010). In particular, students have
been encouraged to base their reflections in a personal context to encourage an examination of beliefs,
values, and assumptions (Fritson, 2008; Minott, 2008). Moreover, if students in higher education write
their thoughts, they may be more likely to think deeply and even revisit and challenge their beliefs (Hubbs
& Brand, 2010). From these reflections the hope is that an expertise will emerge as individuals ask
themselves critical questions, develop conclusions, and create action plans about their profession.
Attention has also been given to understanding how these journaling activities affect students
intrapersonally. Fritson (2008) studied the effects of journaling on students and their self-efficacy and
locus of control. This author based her study on journaling that has been used for decades in cognitivebehavioral therapy to acknowledge change behaviors (Beck & Beck, 1995; Nicholas, 2006). Another use of
journaling is in expressive arts where visual journaling involves and encourages individuals to express their
inner language in different ways. This practice may make the process more desirable and can be used as a
model that encourages the development of journaling as a habit.
And finally, in a time when technology has progressed to allow not only text but also visual images that can
be easily uploaded and manipulated, it only makes sense to use what we know about journaling and
combine it with current digital tools. Recent studies have shown success in bringing social media to the
literacy classroom (White & Hungerford-Kresser, 2014), audiovisual journaling (Falk-Ross, 2012), and
blogging in teacher education programs to link field experiences with class curriculum (Wopereis, Sloep &
Poortman, 2010; Venable, 2014). These studies and others served as the basis for implementing digitally
based journals into a higher education classroom studying language and culture.
Goals/Objectives/Discussion for the Practice Session
Students were given the following explanation of journaling:
Educators and professionals use reflection and inquiry as tools to
broaden their perspectives of the world. They employ this knowledge
in professional practice that is responsive to the needs of a diverse
student and client population. In order to promote introspection and
reflection, an academic journal must be kept on class readings, videos,
discussions and life experiences that may occur during the semester
that directly relate to course concepts or materials.
Attention was given to factors for successful journaling in education as researched by Dyment & O’Connell
(2010) including: training for students, timely and supportive feedback, and a systematic way to analyze
online submissions. Because the instructors co-teaching the course come from the two major perspectives
of teacher education and expressive arts, students were exposed to journaling as an intrapersonal journey
and as a way to express thoughts about course content.
Goals for the Session:
1. Share the planning, rationale, and implementation for journaling use.
2. Discuss the journey during the semester from initial interactions to travel to revelations on
language and culture through the technology rich journals.
3. Share digital journals.
4. Engage the audience in a discussion of journaling and other digital formats that have been
successful in expanding the boundaries of learning in higher education.
References
Beck, J. & Beck, A. T. (1995). Cognitive therapy: Basics and beyond. New York: Guilford Press.
Dewey, J. (1933). How we think. Boston, MA: D.C. Heath.
Dyment, J.E. & O’Connell, T.S. (2010). The quality of reflections in student journals: A review of limiting
and enabling factors. Innovative Higher Education, 35(4), p233-244.
Falk-Ross, F. C. (2012). Media options: A comparison of preservice teachers’ use of video, audio, and print
journaling for reflective reading response. Reflective Practice, 13(1), 27-37.
Fritson, K.K. (2008). Impact of journaling on students’ self-efficacy and locus of control. Insight: A
Journal of Scholarly Teaching, 3, 75-83.
Hubbs, D. & Brand, C. F. (2010). Learning from the inside out: A method for analyzing reflective journals
in the college classroom. Journal of Experiential Education, 33(1), 56-71.
Jarvis, P. (2001). Journal writing in higher education. In New directions for adult and continuing
education: Promoting journal writing in adult education, 90, ed. L.M. English and M.A. Gillen,
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Mills, R. (2008). ‘‘It’s just a nuisance’’: Improving college student reflective journal writing. College
Student Journal, 42, (2), 684-690.
Minott, M.A. 2008. Valli’s typology of reflection and the analysis of pre-service teachers’ reflective
journals. Australian Journal of Teacher Education, 33(5), 55-65.
Nicholas, A. B. (2006). An introduction to the psychotherapies. New York: Oxford University Press.
Shön, D. A. (1983). The reflective practitioner. New York: Basic Books.
Venable, S. (2014). Introducing the implementation of blogs as reflection tools for teacher education
candidates. National Teacher Education Journal 7(2), 37-41.
White, J.W. & Hungerford-Kresser, H. (2014). Character journaling through social networks. Journal of
Adolescent & Adult Literacy, 57(8), 642-654.
Wopereis, I. G., Sloep, P. B. & Poortman, S. H.(2010). Weblogs as instruments for reflection on action in
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