Can Book-Gifting Programs Act as a Catalyst for Cooperative Learning Among Children, Parents, and Teachers?

• In Event: New Developments in Cooperative Learning

Abstract

This paper explores the potential for bookgifting programs to initiate cooperative learning between a dynamic whole group composed of children, parents and teachers. It uses the results from a series of bookgifting program evaluations (three Randomized Controlled Trials with N=1694 participants in total) and investigates whether the pattern of change in outcomes produced by these bookgifting programs fits with social interdependence theory and aligns with cooperative learning practices. Outcomes considered in the study include: shared reading practices between parents and children; changes in parent and child attitudes to reading and reading resources; and changes in parent and teacher attitudes towards home/school cooperation. The paper then explores what ways social interdependence theory and cooperative learning research evidence can enhance bookgifting programs.

Authors

• Liam O'Hare, Queen's University - Belfast

• Paul Connolly, Queen's University - Belfast

• Andy Biggart, Queens' University Belfast