Enquiring to learn or learning to enquire? : an exploration of the role of the community of enquiry in facillitating the development of critical literacy and in demonstating the fluid nature of identity amongst a group of adult learners

• Main Author: Byrne, Christine
• Published: University of Newcastle upon Tyne 2013
• Subjects: 370.15
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603379

This thesis explores the role of dialogue in the process of learning. Specifically it examines the impact of a series of Communities of Enquiry (enquiry) on a group of mature undergraduate students through tracing their development of critical literacy and in demonstrating the fluid nature of identity. The research participants are tutors or trainers in the lifelong learning sector. The research methods are qualitative and data collection includes written learner reflections, transcripts of a recorded discussion and the series of enquiries. Data analysis uses a rhizomatic framework developed from Deleuze and Guattari’s (1980) image of the rhizome, combined with Holquists description of Bahktins theoretical framework as ‘dialogism.’ (Holquist 1990) I refer to the analysis as ‘rhizodialogism’. The approach had enabled me to detect the dynamic movement of ideas within effective enquiry and the fluid nature of identity formation. Findings suggest that the process of enquiry is influential in developing critical literacy amongst participants and this extends outside of the learning context and becomes ‘lifewide’ influencing aspects of self identity and resulting in increasing levels of self confidence in interactions with others. The rhizomatic format indicates that whilst there evidence of ‘long conversations’ (Mercer 2000) the process of development is not linear but illustrates a rhizomatic emergence and re-emergence of themes.