From the web page http://www.cpn.org/sections/tools/manuals/electronic_handbook1.html The Electronic Forum Handbook: Study Circles in Cyberspace* Pamela B. Kleiber, Ed.D. Margaret E. Holt, Ed.D. Jill Dianne Swenson, Ph.D. This Handbook is dedicated to the memory of Susan Ginsberg Hadden. Susan Ginsberg Hadden was a professor at LBJ School of Public Affairs at the University of Texas at Austin at the time of her death on January 15, 1995 in Cambodia. Gary Chapman, friend of Dr. Haden wrote in an e-mail message (Tuesday, January 17, 1995, 10:30:53) carrying the tragic news of her untimely death, "Susan was an empassioned activist for social justice, environmental quality, and, especially in recent years, for a public, civic, and democratic vision of new technolgies." Susan was raised in Austin, Texas, attended Radcliffe College, and earned her Ph.D. in political science from the University of Chicago. The message continued: "Beyond all the biographical data, Susan was a warm, generous friend, a great source of energy and passion, someone who just embraced life....She will leave a large hole in our lives and in our work for a better world." It is in Susan Ginsberg Hadden's memory that we dedicate this handbook. *The authors of this electronic forum handbook acknowledge the help and ideas from many others in the shaping of this handbook: Deborah Witte, Charles F. Kettering Foundation; Deborah Templeton, Ann Tunmer, Brad Cahoon, and Maria Cseh, fellow interenet travelers, graduate students in the Department of Adult Education at the University of Georgia and, Phyllis Emigh and Martha McCoy of the Study Circles Resource Center. Forward This handbook results from the experience of moderators trained in traditional face-to-face approaches to moderating forums and study circles who experimented with an electronic version on the Internet. We planned and piloted a forum before linking classrooms in an electronic study circle. One class at Ithaca College in New York with senior undergraduate journalism majors taught by Dr. Jill Swenson and a public policy and adult education seminar with graduate students at the University of Georgia taught by Drs. Margaret Holt and Pam Kleiber joined together in electronic dialogue during Fall 1994. Since there are so many lessons learned, it seemed worth sharing our experiences with people who are considering similar electronic adventures. It is our hope that people can avoid some of the errors we made and benefit from some of the things we have learned. Because the Manual for Study Circle Discussion Leaders, Organizers, and Participants served us well as a guide to learning face-to-face methods, we followed its example in shaping the Handbook for Electronic Forums: Study Circles in Cyberspace and hope this manual may be useful in similar ways. We recommend that this manual be used as a companion piece with electronic versions of study circles and forums. The Electronic Study Circle and Forum Handbook is available on the World Wide Web. Copies may be downloaded and copied as long as proper credit is given to the authors. Print copies are available from the Study Circles Resource Center, P.O. Box 203, Pomfret, CT 06258, (203) 928-2616, FAX (203) 928-3713 for a nominal fee. Table of Contents Dedication Forward Introduction * Definitions of Forum/Study Circle * Functions/Purpose/Goals Organizing an Electronic Discussion Group Moderator Guidelines for an Electronic Discussion Group * Conducting an electronic discussion * Tips for moderating an electronic discussion Participant Guidelines for an Electronic Discussion Group * Who participates in electronic discussions * Tips for participating in an electronic discussion Lessons Learned Appendices A. Dialogue versus Debate B. Netiquette C. Emoticons D. Moderator Technology Checklist E. Ground Rules F. Evaluating the Experience ---------- Introduction This handbook presents the basics of planning, conducting, participating in, and evaluating electronic forums and study circles. It includes points to consider in creating successful discussions and encouraging deliberation in small on-going groups or larger one time forums. Based on the authors' experiences with forums and study circles and trying them out on the Internet, this handbook attempts to share lessons learned. We encourage those who use it and learn further, to share insights and experiences for future updates. The authors who have contributed various writings on the virtual discussion experience invite your comments and experiences as educators and citizens develop new communication opportunities for discussions on the Internet. Please send comments to: * pkleiber@uga.cc.uga.edu * mholt@uga.cc.uga.edu * swenson@ithaca.edu The study circle process employs methods for learning that draw upon the experiences and knowledge of participants by sharing opinions and perspectives in deliberative discussion. Study circles at their best are considered small group democracy in action and are held in countries around the world. Sweden is known for the prevalence of study circles as a major adult education effort with considerable political influence. While study circles generally meet episodically over a period of time, forums may be one time discussions and may include more participants than the study circles. Public forums and study circles remain vital for civic development and democracy. The legacy of town hall meetings in Colonial America is found in today's forums and discussion groups and tomorrow's electronic study circles. New Neighborhoods and Communities Study circles and forums have been a neighborhood and community phenomenon with dynamic face-to-face interaction. The increasing fragmentation in society and in our lives along with the growing popularity and access to the Internet have created considerable interest in making connections between people separated by space and time. Issues considered in electronic meeting places range as widely as the geographic locations represented. Themes discussed by members of Internet neighborhoods are common to civic concerns in geographic communities. For electronic discussions, in fact, the experiences and lessons from one geographic community become resources for another community. Geographically remote communities remained isolated until public access to the Internet allowed new dialogues. Electronic discussion groups are often referred to as "communities" and "neighborhoods," implying shared and common interests and concerns transcending limitations of time and space. Howard Rheingold, in The Virtual Community (Addison-Wesley, 1993), notes that "perhaps cyberspace is one of the informal public places where people can rebuild the aspects of community that were lost when the malt shop became a mall." The potential for the Internet is a very exciting and challenging opportunity for enhancing public dialogue and encouraging deliberative democracy. It is a challenge to create an atmosphere for deliberation in any environment. Cyberspace poses its own challenges. The potential for creating dialogue not bound by space and time is a challenge worth considering as new forms of associational life emerge in our global village. I. What is an electronic study circle? Deborah, a librarian in Ohio, turns on her computer, checks her e-mail and finds five messages under the subject "Boundaries of Free Speech." Twelve participants and two moderators all have the same messages on their computers because they are part of a group discussion using a listserv on the Internet. The most dated message is four days old and was posted by the moderator of the study circle who is in Georgia. Our participant from Ohio reads the message which asks a provocative question about censorship and children. The next message is a response to that question from a participant in Washington, D.C. who offered a reflective response to the question. Two more messages one from Ithaca, New York, and another from Seattle, Washington raise different points in response. The fifth response is a private message under the same subject heading. The moderator has sent a private message to Deborah telling her that her comments about her experiences as a librarian have been very helpful in focusing the discussion. Deborah spends about 20 minutes reading messages and makes a mental note to find time tomorrow to reread the material on this topic and write a response to the current discussion. She mulls over what she thinks about the topic and reflects upon what others have posted. This scenario describes one interaction in an electronic study circle. An electronic study circle is a small group of individuals (15-20) who are interested in a topic or issue and are voluntarily committed to devoting time, thought and discussion over a designated period of time to discuss the issue through electronic means; this may mean through simple electronic mail or computer conferencing using more sophisticated software. A face-to-face study circle includes multiple meeting times and participants study the issue in some depth. Some study circles may meet once a month for a year while others may meet twice a week for a month. The advantage of the electronic study circle is that it allows individuals separated by time and space to come together to discuss issues that are divided into manageable topics to encourage dialogue among participants. Reading materials provide a common orientation and reference to the subject matter. The experiences of the participants offer important perspectives on the issue as everyone tries to develop an understanding of the values that underlie opinions. A simple e-mail [electronic mail] listserv can provide the necessary support for moderators and participants who wish to participate in electronic study circles. Many organizations such as schools, libraries, and workplaces have the capabilities of setting up a listserv. II. What is an electronic forum? Karl signs in on a computer at his school. He is a senior who is doing a project on campaign reform, and one way he is researching the topic is through participation in an electronic forum his teacher told him about. The forum will take place during one week, Sunday night to Sunday night. Thirty-seven participants have requested to be added to the electronic large group discussion. He has introduced himself, read introductions of other participants and has read at least twenty messages about special interest groups financing political campaigns. He has been a bit reluctant to write a message but he has decided to pose a question for his research topic to the group. He pulls out his notebook, finds his note to himself, jots down the question, rereads it and then types it into his computer keyboard before sending it to the listserv address. Minutes later all thirty-six participants have his message in their box. Karl reads some other e-mail messages and then sees that he has "new mail." He scrolls down to retrieve the new message and finds that another participant has already responded. They converse by sending each other brief messages. Other participants will read their late night interaction at various hours as each can "log-on" to the forum independently and at self-selected, convenient times. An electronic forum is a group of people who discuss a topic or issue for a limited time, certainly less than in a study circle. A face-to-face forum is a one time meeting with any number of people who may participate. Generally, a forum includes more participants than the study circle, requires less time and consequently the issue may be discussed in less depth. It is considered manageable to have no more than twenty participants using simple e-mail. For larger groups, software packages such as First Class, Lotus Notes, and Caucus, to name a few, are recommended. These software packages help organize threads of conversations that may be occurring simultaneously. III. What are the functions of these electronic group discussions? The purpose of electronic study circles and forums is to create public dialogue and deliberation on issues which would not be possible otherwise. The intent is to increase the participants' understanding of various perspectives on an issue through dialogue focusing on values and experiences that underlie opinions. The group functions as a small democracy with emphasis on participation in active speaking, listening, considering, and deliberating in order to make choices among alternatives offered. Agreement is not necessary, but appreciation for different perspectives is encouraged. John Gastil presents an interesting analysis of elements of the deliberative process in an ideal National Issues Forum. The following chart is from "A Thought Piece on Deliberation," prepared for the Kettering Foundation by the Institute for Public Policy, University of New Mexico, Albuquerque. DELIBERATION Aspect of a Deliberative Process Deliberative Activity in an Ideal National Issues Forum 1) Identify the problem for study Moderator/group selects an issue book 2) Establish Evaluative Criteria Participants articulate their values (Identify the Relative Values, at the beginning of the forum Weigh the Different Values) 3) Identify the Range of Possible NIF Issue books identify basic Solutions to Problems choices. Other choices may arise during the discussion. 4) Estimate the Costs and Participants discuss each issue Benefits of Solutions to Problems in turn, weighing its pros and cons. They rely upon information in the issue book and participants' knowledge and direct experiences and 5) Determine the Optimal Solution Group tries to identify range of common ground and disagreement to speak in a more public voice after the forum IV. How are electronic study circles and forums different from the face-to- face study circles and forums? In a face-to-face discussion, we have the benefit of non-verbal as well as verbal messages. When we are speaking or listening, we convey a great deal about how we feel about what we think. This information further shapes the discussion. We bring a host of preconceptions to the discussion about age, race, class, and gender; some of which may be unconscious. These preconceived attitudes may affect the way we "hear" what some people have to say. For example, if we are deferent to age, we may not want to interrupt an older person who is speaking even if they are dominating the discussion. Or without realizing it, we may pay closer attention to what people of our own racial and ethnic background say than someone who differs from us. These factors are eliminated when we cannot see or hear discussants, but can only read one another's words. Their is no eye contact or other body language to help us understand how what we communicate is being received in time to modify it. This can make understanding a challenge. In a face-to-face discussion the pace may not allow us to reflect before we speak. In electronic discussions we can take more time and reflect longer before responding. On the other hand, strands of the same discussion can occur simultaneously in the electronic version. The lack of a linear discussion overwhelms some participants. One thing is certain, participation patterns are different. People who may enter into dialogue in face-to-face discussions may hesitate and feel uncomfortable initially in the electronic discussion. Likewise, people who have been reluctant to speak in groups before, sometimes find their voice in the electronic medium. The moderator's role is vitally important to the success of any study circle or forum, but particularly for the electronic mode. Each format for discussion, face-to-face (f2f) and electronic, has its own advantages and disadvantages. Perceptions of Positive and Negative Features of Face-to-Face and Electronic Forums Face-to-face Forums: Positive: * debates * spur of the moment * responses * body language * emoting * intonations * gauging strength of argument * "guaranteed" responses * immediate gratification * continuity * lively, "heated" * personal contacts Negative: * lack of participation * creates more nervousness * dominating by some Electronic Forums Positive * fuller participation * greater involvement shy/reserved people * no one dominates * anonymity * choice of time to participate * not as nerve-racking * easier to say what you feel * say as much as you want as long as you want Negative * technical difficulties * not as fluid, rapid, continual * absence of emoting * anonymity * impersonal * unnatural dialogue * less chance for clarification V. Who leads the electronic study circle or forum? A moderator or team of moderators is designated to take the responsibility for managing the listserv and facilitating group discussion. In organizing a face-to-face study circle, many decisions will need to be made. Deciding on the issue, on the moderator, the reading material, recruitment of participants, and ground rules are just a few of the decisions to be made. There will be logistical issues such as determining where, when, and how long the study circle or forum will meet. In an electronic study circle, the moderator will be responsible for similar planning and the fact that the discussion will be electronic will affect those decisions. The logistical planning of a time and location for a face-to-face study circle or forum is replaced by making arrangements for communication connections to the Internet. The listserv (a simple electronic mail discussion group) is relatively low cost and less technologically complicated for study circles with up to twenty participants. VI. What is the moderator's role? In face-to-face as well as Internet discussions, the moderator conducts the electronic discussion by facilitating dialogue. The moderator does not contribute his or her own views to the dialogue. It is the moderator's responsibility to: 1. Introduce the topic 2. Set the tone 3. Model good communication principles 4. Establish ground rules 5. Maintain focus while creating an atmosphere which allows various perspectives to be shared 6. Draw the electronic discussion to a close by "harvesting" the voices. (See Section on Moderator's Guidelines for further information.) In an electronic study circle the moderator may have additional responsibilities. a. solve technical problems and respond to individual participants' technical glitches. b. encourage participants to communicate with one another. c. send affirming messages to those who post. d. send inquiring and encouraging messages to those who remain silent. Participants in an electronic discussion participants are expected to: 1. Read preliminary information that is sent out. 2. Become somewhat familiar with their own Internet support system. 3. Agree to follow netiquette and ground rules as set up by the moderator(s). 4. Listen and respect one another's perspectives and experience. 5. Contribute to the discussion by relating experiences and perspectives on the topic. 6. Continue to think about the topic. This process is often referred to as "stewing." ---------- Organizing an Electronic Study Circle/Forum Organizing an electronic forum and study circle requires advance planning whether it is to be face-to-face or electronic. We have compiled a list of the major steps and have included our experience in planning for the electronic forum in italics following each step. We suggest that you adapt our examples to meet your needs. The Planning Steps for an Electronic Forum 1. Decide who will organize the electronic discussion. Who will sponsor it? Who will participate? What is the optimum number of participants? Who will moderate? We had three organizers who determined all of these factors. Because it was used as an instructional strategy in our classrooms, we sponsored it as teachers. We also took moderating responsibilities. Jill and Pam were co-moderators with Jill posting questions and harvesting voices while Pam tried to manage the technical aspects. But co-moderating can be arranged with shared responsibilities in various ways. Margaret was the silent moderator which meant that she observed what was happening and "coached" us when she perceived that we might make changes in what we were doing. 2. Set up the electronic discussion group by creating a listserv. In most cases because of limited resources, a listserv will serve the technical function of an electronic mail discussion group. Jim Morrison, Horizon Digest 100, October 30, 1994, explains, "A listserv is a means of discussion through computer networks, most commonly now the Internet. In most LISTSERVs individuals are enabled to attach their own electronic mail addresses to a common list. Every message sent to the electronic mail address associated with the list can be sent to every electronic mail address on it. The MODERATOR, if there is one,...tries to stimulate discussion of sufficient interest to provoke at least some messages each week." Listservs can be public or private. If it is public, anyone can join in the discussion. If it is a private listserv, membership is controlled by the moderator. Our experience is with a private listserv. Just as in a face-to-face study circle, an electronic study circle that is private can be opened to anyone. Only one individual must have access to the technological assistance required to set up a listserv in order to have everyone use it. Anyone who has access to technological assistance with the Internet through an organization such as a school, workplace, or library, can investigate using one. Two of us with the University of Georgia checked with our computer support network. We were told we could have a listserv. We were also asked the purpose of the list and we were both officially listed as co-owners with a technical person who helped us manage problems. We found that when error messages came to us rather than panic, if we forwarded them to our co-owner, he would learn the problem by reading the message and would advise about remedies. We never learned how to read those error messages, but we did learn to take his advice! 3. Use listserv for planning. Once we had the listserv, we discovered that we could use the listserv for planning. Jill, Margaret, and I began to send messages directly to NIF-L at the Internet address and we would get the mail and respond in a planning/discussion group. This allowed us to become familiar with the technology while also providing an advantage of group communication. 4. Decide on topic of discussion and a time. What issue will be discussed, when and for how long? We planned a pilot electronic forum to take place over a two week period. We chose "freedom of speech" as a topic because of the broad appeal. We then carried out a six week forum on People and Politics. The first week was introductions and netiquette. The second through fifth weeks we introduced choices by posting discussion questions on each Sunday night and moderating the discussion each week. In some cases, the threads of the conversations from previous weeks with those choices continued at the same time new choices were being discussed. The sixth and final week we harvested the voices. 5. Select related reading material that will provide common reference for participants. We used the same material we used for this topic in face-to-face discussion. Kettering Foundation and Study Circles Resource Center have materials to guide moderators in typical forums and study circles. We ordered issue booklets for all participants and sent them out as soon as participants signed on. 6. Recruit participants. Strategies for recruiting participants include inviting friends, neighbors, club members and relevant listservs. We decided to invite friends and colleagues who had expressed an interest in our electronic discussion experiment to participate in a pilot discussion. In most cases, we already had e-mail contact with them so we sent an invitation via e-mail with specific instructions about when it would be held and how to join. Specific instructions as to how to "subscribe" were given to us by the technical support person. We gave all who were invited very specific commands to subscribe. In addition to a number of people we knew and had specifically invited, we also has some people who were told about it and asked if they could participate. Finally, students enrolled in our seminars during Fall 1994 were asked to participate. 7. Signing up participants. People who are invited to join should send e-mail messages to the listserv address asking to subscribe. A listserv automatically subscribes and unsubscribes people to the listserv with very specific commands. A list of those commands is listed in Appendix D. These simple commands are automatically sent to people who subscribe and should be kept on file while participating. Send message to: LISTSERV@NODE Subject line: Subscribe new listserv and your real name We used one of the first class sessions to schedule a synchronous time for our classes to introduce themselves. Unfortunately, some participants had erroneous e-mail addresses and our computer support system developed some unexpected idiosyncracies. In addition, those participants who were used to their own computers and found the system in the classroom different, were slowed down somewhat. These factors frustrated the early communications. 8. Begin posting information. What information will you need to introduce the issue? Will participants introduce themselves? Do you have some ground rules each participant should read first? (See Appendix). We began posting information reminding participants to send for their reading materials and to note start dates for electronic discussion on their calendars. As soon as everyone successfully subscribed, we posted the first official introductory information about the issue, who the moderators would be, the structure, time frame, and information relating to research which we were conducting. Next we posted netiquette and ground rules for participation. Samples are included in Appendices B and E. ---------- Moderator Guidelines for Conducting an Electronic Forum The moderator's role is very important in the electronic forum or study circle. There is more than enough for one person to do, so if it is possible to have co-moderators, we recommend it. There are a number of ways to divide the tasks. In our electronic forum we had a co-moderator in charge of discussion and harvesting, a moderator in charge of the technology issues and problems, and a silent moderator who assisted with formative and summative evaluations. Major Discussion Tasks 1. Provide a range of views on the issue. The material you provide participants to read in preparation for the discussion should offer various perspectives on the issue. (See Appendix A for information on dialogue versus debate.) National Issues Forums often use issue booklets published by Kendall-Hunt to structure the discussion. This background information that is shared with all participants can be posted on the Internet to be downloaded by participants or it can be mailed in advance. Because downloading is a complicated function for some computer mail systems and may require considerably more time on-line at potential cost, at this point in time, snail mail is preferable. Include instructions for subscribing to the listserv. 2. Welcome everyone and communicate the purpose and goals of the electronic forum or study circle to the group. Post the following: * Timetable (beginning and ending dates and times) * Format (schedule for each new discussion question) * Expectations (if a certain amount of time or frequency is crucial to the discussion, it should be stated in the beginning) * Netiquette (general for any communication on the Internet. See Appendix B.) * Ground rules (specific for interaction in your forum discussion. See Appendix E ) * Emoticons (See Appendix C.) * Dialogue versus Debate (See Appendix A.) Please note that in order to encourage broad participation and discourage domination, it may be useful to explain to participants at the start that domination on the Internet can occur with quantity, length, and frequency of messages. 3. Introduce moderators and then participants. Consider some ways to break the ice. It is particularly important to do this in electronic forums due to the lack of non-verbal cues and visuals. If photos or video tapes can be exchanged through the mail prior to the discussion, this helps participants establish identities and contributes to development of a sense of community. Participants can also be paired first for introductions and then introduce the other participant to the entire discussion group. Each participant should be asked to develop a signature which includes personal e-mail address and to use it for every message sent. 4. Ask participants to share a personal connection or interest in the issue. The human element is very important in any discussion. Because electronic discussions tend to feel somewhat less personal without faces and warm bodies, it is particularly important to help the participants relate to the issue personally through relating experiences. 5. Post discussion question(s) according to timetable. One or two questions is adequate to begin the discussion of the issue. Participants can be overwhelmed by a barrage of questions. Suggest that participants use the subject heading to keep messages organized. 6. Encourage participants to give feedback to one another. The moderator can effectively model this behavior by using names and quotes from comments to thread the discussion. It is also helpful to send private notes occasionally to participants who are not contributing or to those whose messages are misunderstood. 7. Summarize the comments. Include points of common ground and disagreement at the conclusion of each segment of the discussion and before moving on to a new discussion question. 8. Encourage participant evaluation. Ask them to communicate privately to you at your own e-mail address if they have comments or suggestions about how the forum or study circle is operating. At the conclusion of the harvesting, an evaluation can be conducted on-line or off-line (See Appendix F). Tips for Moderation of an Electronic Discussion Group 1. Be familiar with all the reading materials which will be distributed to the participants. While you do not have to be an expert on the topic, it is important that you are conversant with the various aspects of the topic for discussion. You may want to collect some recent news clippings from common media sources to bring into the discussion. 2. Write the discussion questions to stimulate dialogue in advance so you can concentrate on HEARING during discussions and more effectively moderate. 3. Be prepared to take an active role as moderator. Because there is no non-verbal feedback to be used in the electronic mode, your messages to individuals and the group are critically important to the health of the discussion. If you want to make a suggestion for how an individual might improve communication, send a personal note rather than a "public" one to the entire group. In addition, you should be prepared for "threading" the discussion. This technique is similar to that of summarizing. This function is particularly important in an electronic discussion since it will take place over a period of time with participants coming in and out of the conversation. You will bring in various aspects of what people have said and left unsaid that have a bearing on the topic in general and the choice in particular. 4. Set the tone of the discussion by posting netiquette and specific ground rules at the beginning. A short list of emoticons can also assist in humanizing the interaction. 5. Be prepared to assist with various technical problems. Each discussion group, depending on the listserv set-up and participants' computer set-ups, may have different capabilities and limitations. We have developed a checklist for discussions with the technical support person who will configure your listserv. (See Appendix D.) 6. Don't be afraid to take a break. Just let the participants know that you will be away from your role for a specified period of time and what they should do during that time. Leadership often emerges in interesting ways in an electronic discussion. A short departure of the moderator can encourage leadership from participants. You will be able to read the messages from the discussion when you were unavailable and assess any problems that might need attention when you return. 7. Stay aware of and assist the group process. The group dynamics in cyberspace are different from face-to-face groups. Time is a factor since people come and go in cyberspace at different times. Also discussions are mostly limited to text and lack nonverbal cues. Moderators can do a great deal to facilitate group process on-line. 8. Help the group grapple with the content. Participants have more time to reflect before responding to the discussion questions or to particular messages that have been posted. This aspect can be an advantage in dealing thoughtfully with the content. Moderators can ask questions and probe without putting someone on the spot. 9. Use questions to help the discussion progress. While one or two questions may be all that a group can tend to when the issue is introduced, more specific questions related to the on-going discussion can focus thinking and keep the discussion productive. 10. Save an adequate amount of time for closing the discussion. In order to harvest the voices and summarize common and divergent points of the discussion, it is important to allow for further participant input. Because participants may not be on-line everyday, it is important to leave enough time that everyone who wants to can have a final comment. ---------- Participant Guidelines for an Electronic Discussion Group Who participates in an electronic study circle or forum? Anyone who has access to a computer with a modem and an Internet connection can potentially participate in an electronic study circle or forum. The listserv is set up by the moderator and will allow all messages received to be read by all participants as well as allowing participants to post messages to the group. It is advisable the participant have some basic knowledge of how to send and receive e-mail messages. Many people who learn e-mail do so because they are motivated to communicate. People who care about issues can be very motivated to learn to use e-mail in order to enter discussions. General responsibilities include: * Listen carefully to others. * Maintain an open mind. * Strive to understand the position of those who disagree with you. * Help keep the discussion on track. * Speak your mind freely, but don't monopolize the discussion. * Address your remarks to the group rather than the leader. * Communicate your needs to the leader in personal e-mail messages. * Value your own experience and opinions. * Engage in friendly disagreement. * Make your messages one computer screen length. * Limit each message to one idea. * Use the subject line according to group rules for topics. * Remember that humor and a pleasant manner can go far in helping you make your points. * Consider whether the message should go to an individual rather than the group. We speak from experience! Pam and Margaret, members of another listserv, used the reply function to send a personal message to each other. Instead of personal messages, personal weekend "recollections" went to everyone on the listserv. While we survived the minor embarrassment, it is an unnecessary error. Think before you send the message and double check who the message is going to on the address line to avoid such a situation. :#) (One of us blushing!) Tips for Participation in an Electronic Discussion Group 1. Consider your computer skills. Knowledge of the basic keyboard functions is important. Some experience with sending and receiving electronic mail is also helpful. While it is perfectly permissible to learn electronic mail during a discussion on-line, it can lead to frustration since the technology can interfere with communicating. Specific instructions for subscribing to the forum or study circle listserv can come from the organizers. Basically, the *reply function* can be used to respond directly to a message. When you use the *reply function*, your message will be posted to the entire group. The *send mail* function can be used to send a message to the entire group or to send a message to an individual participant. 2. Read the materials before the forum or study circle begins. The organizer(s) or moderator(s) will probably send via snail mail all the materials they want you to read. The amount of information that is generated during a discussion group can be surprising, so it is advisable to read what you can off-line in advance. 3. Follow Netiquette and ground rules posted in advance of the discussion. The communication in cyberspace is quite different from face-to-face and it is very important that you carefully read and follow these guidelines in order to be effective. 4. Compose concise messages. Use descriptive subject heading to allow tracking of different threads of a discussion. For example, the Issue booklets indicate particular choices. These choices are the first indicator for a subject heading. In this way, people can go back to previous discussion threads and the reader can use the subject heading to keep track. 5. Limit the length and information in your messages. The ONE SCREEN/ONE POINT PRINCIPLE is key to having your messages read and understood by others. 6. Use spaces, tabs and lines to break up the text. Reading on the computer screen is considerably different from reading print material. It is considerate of your reader to use space and tabs to break up the text for ease of reading on the screen. 7. Use emoticons to add emotion to messages. One difference between face-to-face and electronic mail communications is the absence of nonverbal cues in the electronic version. For example, the use of caps is considered the equivalent of shouting in a face-to-face group. Emoticons can be used constructively to add emotion to messages. This requires moderators provide some common emoticons. See Appendix D. 8. Use information management techniques as available in your computer set-up and the computer system for the listserv. Among the features/ functions to inquire about and use as available are: * subscribe * sign-off * review participant list * set mail * set conceal * help * quit * personal signature * digest * printer capabilities * save messages to diskette * archives * subject headings * message capacity * saving capacity 9. Seek clarification on reply function for the listserv set up and your personal computer set up if they are different. 10. Consider some of the advantages of participating in an e-mail discussion group: * develop civic literacy skills * develop computer literacy skills * develop critical thinking skills ---------- Lessons Learned In the process of planning, organizing, conducting and assessing our first electronic discussion group, the authors of this manual, learned a great deal. This section represents some of the most important "lessons learned" which we want to share with you. 1. Lower technology means greater accessibility. An atmosphere of exclusion can be unintentionally created if the technology drives the forum rather than accessibility. It is recommended the forum should be able to run on low-end consumer hardware. At the time of writing this handbook, it is recommended that mail be used for any reading assignments. This provision allows for less time "on-line" at a cost savings. It also reduces the amount of e-mail in people's electronic mailboxes. Therefore, the forum is actually supplemental to the assigned readings or viewings (video tapes) which can be disseminated in groups or individually. 2. Information management techniques are critically important for moderators and participants. The moderators/list owners should take some responsibility for management. Guidelines for participation, posting messages in terms of length, subject headings, and signatures (always include electronic addresses so that individuals can interact personally if desirable) are just a few of the important guidelines that can be offered by the moderators. In addition, tips for information management may be very valuable both before and during the study circles/ forum. Participants need encouragement and the development of skills to make substantive contributions. 3. It is suggested that moderators request feedback during the forum about the forum be done privately. [Give e-mail address of moderators. Subject heading: feedback] Feedback on content, operations, role of moderator, etc. should be entertained. Tips can also be sent to the moderator who can collect and summarize and disseminate. 4. Less is more. There can be a tendency to write a great deal when one is passionate..or to send several messages on a single notion in a short amount of time. While it is important not to squelch interest and expression, it is also true that quantity on the Internet can be overwhelming. An individual can be perceived as dominating and others may, in fact, stop listening/reading messages and render the communications ineffective. This observation also relates to moderator's communications. Too many questions to consider or probes in rapid fire, can cause participants to wonder what to respond to and leave them feeling they must respond to all. 5. If it can go wrong, it will. The technology adds new dimensions to study circles and forums and one of those dimensions is technical failure...computers and listservs can "fall and go boom" with great consequence particularly for the listserv moderators/ manager and the participants. Technical assistance is key. The organization that is able to set up a listserv usually will also offer some assistance in technical problems which are bound to arise. Be prepared to live with the frustration of some problems that cannot be resolved neatly or quickly. It is still worth the experience most of the time! Moderators are well served by learning the vocabulary of the Internet in order to be able to pose the right questions to the technical support people. Check with your system administrator if you are not receiving mail for a few days. If the system administrator receives non-delivery notices, the person will eventually be dropped. You may be notified, but you may not. If your e-mail address changes, it is easier to unsubscribe first and then resubscribe from new address. 6. Learning curves for novices can be great and frustration intense. We all learned how to communicate naturally, without special devices. Phones are one thing and most of us grew up with phones. Some of us are growing up with computers, but not all of us. Many of us reluctantly try it because we know it is the future and everyone likes a challenge once in awhile. But there is quite a bit to learn to participate in a forum if e-mail is new. Moderators and fellow participants can help in a variety of ways as the novice moves from beginner to a position of competence. We all have to start somewhere...the key is to be willing to start at 0 and ask for assistance. That goes not only for participants but moderators as well. The most experienced of moderators find the study circle on-line is a very different animal. 7. Netiquette is not enough. Standard etiquette guidelines for Internet communication should be posted. But no matter how many points are given, the nature of the Internet is that it is so new and we are all so inexperienced in asynchronous, electronic communication that we cannot possibly avoid pitfalls and mishaps. The moderator and participants do best when an attitude of openness, understanding and sharing constructive feedback is adopted. 8. Even moderators may need to take a break occasionally in which case posting the time off is useful to participants. Netiquette is important since more than general rules of good communication are necessary on the Internet. 9. Participation may not necessarily be judged by the amount of messages. The term "lurker" is a negative one, indicating that one is reading and watching but not writing. People can be active listeners. It is the moderator's responsibility to set the tone for the level of participation required and to develop an atmosphere that allows active forms of participation that meet each person's needs. Differing levels of comfort with the technology will impact participation in addition to the engagement with the subject matter. People can feel "frozen out" if they make comments that do not receive feedback. Moderators can enhance participation and avoid feelings of isolation by using weaving comments that acknowledge comments, responding to individuals, etc. ---------- APPENDICES A. Dialogue versus Debate B. Netiquette C. Emoticons D. Moderator Technology Checklist E. Ground Rules F. Evaluating the Experience APPENDIX A: A Comparison of Dialogue and Debate The following comparison of dialogue and debate is reprinted with permission from The Study Circle Handbook: A Manual for Study Circle Discussion Leaders, Organizers and Participants. 1993. A Publication of the Study Circles Resource Center, sponsored by Topsfield Foundation, Inc. Dialogue is collaborative: two or more sides work together toward common understanding. Debate is oppositional: two sides oppose each other and attempt to prove each other wrong. In dialogue, finding common ground is the goal. In debate, winning is the goal. In dialogue, one listens to the other side(s) in order to understand, find meaning, and find agreement. In debate, one listens to the other side in order to find flaws and to counter its arguments. Dialogue enlarges and possibly changes a participant's point of view. Debate affirms a participant's own point of view. Dialogue reveals assumptions for reevaluation. Debate defends assumptions as truth. Dialogue causes introspection on one's own position. Debate causes critique of the other position. Dialogue opens the possibility of reaching a better solution than any of the original solutions. Debate defends one's own positions as the best solution and excludes other solutions. Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change. Debate creates a closed-minded attitude, a determination to be right. In dialogue, one submits one's best thinking, knowing that other peoples' reflections will help improve it rather than destroy it. In debate, one submit's one's best thinking and defends it against challenge to show that it is right. Dialogue calls for temporarily suspending one's beliefs. Debate calls for investing wholeheartedly in one's beliefs. In dialogue, one searches for basic agreements. In debate, one searches for glaring differences. In dialogue, one searches for strengths in the other positions. In debate, one searches for flaws and weaknesses in the other position. Dialogue involves a real concern for the other person and seeks to not alienate or offend. Debate involves a countering of the other position without focusing on feelings or relationship and often belittles or deprecates the other person. Dialogue assumes that many people have pieces of the answer and that together they can put them into a workable solution. Debate assumes that there is a right answer and that someone has it. Dialogue remains open-ended. Debate implies a conclusion. The Study Circles Resource Center's version of "A Comparison of Dialogue and Debate"was adapted from a paper prepared by Shelley Berman, which was based on discussions of the Dialogue Group of the Boston Chapter of Educators for Social Responsibility (ESR). Other members included Lucile Burt, Dick Mayo-Smith, Lally Stowell, and Gene Thompson. For more information on ESR's programs and resources using dialogue as a tool for dealing with controversial issues, call the national ESR office at (617) 492-1764. APPENDIX B: NETIQUETTE A Guide for the Perplexed prepared by Brad Cahoon, Ed.D. Georgia Center for Continuing Education Like other frontier societies, the Internet is a wild and wooly place where few formal rules or sanctions exist. However, there is a "code of the Net" to which considerate users try to adhere. Knowing and conforming to these guidelines will allow you to take advantage of the Internet in a civilized manner that does not impose on other users. These guidelines are also designed to spare you painful learning experiences which Net neophytes often endure. Notions of netiquette center around a few simple realizations about the Internet. INTERNET RESOURCES ARE LIMITED. This idea may seem to conflict with the image of the Internet as a sprawling global network that ties together almost unimaginable amounts of computing power. Keep in mind, however, that use of the Internet is growing at a rate of 15 to 20 percent every month. Bandwidth, the capacity of the network to carry information, is a precious resource that should be used efficiently. Consequently: * Keep e-mail messages short and to the point. * Avoid sending "me, too" messages. A "me, too" quotes a previous message in its entirety and adds a comment such as "Me, too," "I agree," or "Good point" at the bottom. Quoting may add needed background for discussion participants, but don't reply to a posting unless you have something new to contribute. * Use personal e-mail to follow up on a posting if your questions or comments are not likely to interest the other participants. Remember that your postings end up on computer disks all over the world; disk space, like bandwidth, is a precious commodity. * When using telenet or ftp, be aware of local system time and try to avoid logging in during work hours. For example, if you connect to a system in California at 6 PM Georgia time, it's still afternoon in Palo Alto, and your connection may slow the system for its regular users. ELECTRONIC INFORMATION CAN END UP ANYWHERE. The Internet is not like postal mail; you should not assume that it provides the same degree of privacy. The ease with which e-mail can be forwarded and answered (and stolen) means you should be cautious about what you write. * Think before you reply! The tendency when we read a message or posting that makes our blood boil is to fire off an angry response. This reaction is so common it has a name: "flaming." Though you will often see "flame wars" in mailing lists and news groups, they are considered both rude and asinine--somewhat akin to having a loud private argument in front of a large, bored audience. Take time to reflect before you mail an emotional response. If feelings are particularly hot, wait overnight before you mail--you'll be glad you did. * Ask the writer's permission before forwarding a personal e-mail message to a mailing list, news group, or third party. * Don't assume that others will remember to ask your permission! Write nothing in your e-mail that you would not want to see on the front page of tomorrow's newspaper. Be particularly cautious about comments about other people, which may find their way to the persons in question. * Use privacy tools responsibly. If you need to post a message anonymously, you can do so through special anonymous mail servers. If you need to send a private message that must be secure from other readers, you can encrypt it with a tool such as PCP before mailing. Neither of these options should be used lightly or in any way that might harm other people or computer systems. IN CYBERSPACE, NO ONE CAN SEE YOU SMILE. Communicating through an all-text medium like e-mail requires special care. Social cues like tone of voice, expression, and body language that help convey meaning in normal conversation are unavailable making it especially important to write clearly and carefully. * Use a descriptive subject line for your messages. Many programs for reading mail and news display only the subject line of incoming messages, so provide a clear headline to signal what you're going to say. It's nice to use a question mark if you are asking for rather than providing information, e.g. Free Internet access in Utah? * In the bodies of your messages, use normal capitalization and lower-case. TYPING IN ALL CAPS = SHOUTING. You can use _underscore_ or *asterisks* to emphasize words you would normally underline or italicize. * Signal sarcastic and humorous comments with a "smiley" symbol. Consider the difference between the following: Don't you know you're supposed to read the manual? Don't you know you are supposed to read the manual? ;) * Use block paragraphs (no indentation on the first line) and separate paragraphs with a blank line. * If you are following up on an early message or discussion, quote or restate judiciously to establish a context for your reader. * At the end of your message, include your name and e-mail address. Don't assume that readers will see this information in the header of your message, which may be stripped off by their mail or news software. * Emoticons (See below) can be used to add nuance and humor to your text expression. APPENDIX C: EMOTICONS Emoticons can be used on the internet to add a human element to the conversations you have. We offer some starters which are only limited by your imagination. :-) basic smiley used to suggest a sarcastic or joking statement was just typed ;-) winkey smiley used to make a flirtatious or cynical remark; it serves as sort of a "don't hit me for what I just wrote" smiley :-( frown conveys user's dislike of last statement or finds it sad, upsetting or discouraging :-o Wow! smiley conveys surprise or shock :-Y a quiet aside smiley :-/ user is skeptical (-: left handed user's smile B:-) sunglasses on head; user is laidback! :-X user's lips are sealed; secret is safe %-} user has been staring at computer screen too long :-I Hmmmmmm APPENDIX D: Moderator's Technical Checklist Have a conversation early in your planning with the technical support staff about information management functions that can be added to the set up of the listserv and those that will vary according to participants' computer systems, if different. Depending upon your needs and the electronic mail system in use, various functions can be customized to improve the user friendliness of the listserv. While this section is not intended to be a primer on e-mail, there are some functions that will determine the success of your electronic discussion. Please consider this a check-list which can be adapted to specific systems. You will want to determine how the system can handle various functions and communicate this information to participants. In many cases, the listserv can be set to automatically inform participants about how to use the functions to communicate effectively and manage information. [Please note: If participants are on the same system and share the same technical support staff, the coordination is simplified. However, this is most often not the case.] Checklist 1. What is the listserv e-mail address? 2. What are the instructions to participants for subscribing to listserv? How will these instructions be distributed? 3. What messages, if any, are automatically sent to subscribers? 4. What messages, if any, related to technical considerations should be sent to participants in addition to those they receive automatically? Who will send the messages and when? 5. What special functions can be arranged? a. send mail to: * reply to listserv * reply to individual b. digest c. archive d. message set-up * signature * subject heading * sender address e. set mail f. unsubscribe/delete g. assistance * postmaster (e-mail address) * automatic "help" information h. others? 5. How do technical support staff want to handle technical questions? 6. What technical support is available for participants? APPENDIX E: Ground Rules Here are a few ground rules for communication during an on-line discussion. They are an abbreviated form of netiquette. These ground rules can provide a general framework for communications. 1. Keep messages short and to the point. (One screen, one message.) 2. Understand key facts about choices, with strengths and weaknesses. Consider consequences of the options within each choice. 3. Be informed. 4. Stick to the question at hand. 5. Listen with respect, and respond with conviction. 6. Avoid flaming (Flaming is reacting impulsively without reflecting on how your message might come across to those who will read it. Think before you send the message to avoid flaming. ) 7. Use descriptive subject lines. This alerts readers to the topic in general and your point specifically. 8. Use personal e-mail messages to follow up on a posting if you think it should be addressed to an individual rather than the whole group. 9. Feel free to send the moderator(s) private e-mails if you have have problems or concerns. APPENDIX F: Evaluating the Experience Evaluating electronic forums and study circles can help us improve them while they are being conducted and for the future. Other than our initial forum research there is little more than anecdotal information on the impact of electronic fourm experience. We have only preliminary information on how effective they are and whether or not they contribute to understanding and learning about selected topics and issues. We propose four types of evaluation: formative, intermittent, summative and impact. Also, we acknowledge both on-line and off-line evaluations have merit. Some forums may best be evaluated on-line, others off-line, and still others a mixture of on- and off-line. Formative evaluations could involve a representation of key stakeholders in the forum process - planners, potential participants, researchers, and moderators, for example. Intermittent or midway evaluations are especially useful. Since for many this may be the first or among the earliest experiences with either the technology or deliberative discussion group processes, intermittent feedback will increase the likelihood of a successful experience. Formative and intermittent evaluations allow for corrective measures and give technicians and moderators a chance to adjust programs toward more effective outcomes in midstream. Summative evaluations on-line should be implemented, especially if it is likely that contact with participants may dissipate at the end of the time frame for the cyberspace forum. In some situations planners may have ways and means to continue interaction with forum participants, but in other situations, this opportunity may not be the case. As people "unsubscribe" to the listserv, moderators might send a summative evaluation to be completed on-line. Impact or followup evaluations are highly desirable, since they give planners and evaluators a chance to assess whether the forums have any lasting influence on participants. The rationale for who is involved and the format of all evaluations is similar for traditional and electronic forums. But in the case of electronic forums, the directions for participation in the evaluation, confidentiality and anonymity, and how evaluation findings will be used need to be carefully and coherently delivered on-line before the forum begins. In sum, once planners determine their capacity to evaluate [money, time, personnel], then they must decide how often they will measure or survey participants, and whether it will work best to do this on or off-line. You can request specific on-line and off-line evaluation questions from Dr. Margaret Holt on e-mail: mholt@uga.cc.uga.edu or write: Dr. Margaret Holt Associate Professor Adult Education Department Tucker Hall University of Georgia Athens, Georgia, 30602 ---------- CPN -- Study Circles Resource Center Study Circles Resource Center Contact: Matt Leighninger 697 Pomfret Street P.O. Box 203 Pomfret, Connecticut 06258 (860) 928-2616 (860) 928-3713 FAX e-mail: scrc@neca.com Project Description What is a study circle? The study circle is a simple process for small-group deliberation. There are just a few defining characteristics: * A study circle is comprised of 10-15 people who meet regularly over a period of weeks or months to address a critical public issue. * A study circle is facilitated by a person who is there not to act as an expert on the issue, but to serve the group by keeping the discussion focused, helping the group consider a variety of views, and asking difficult questions. * A study circle is open to many perspectives. The way in which study circle facilitators are trained and discussion materials are written gives everyone "a home in the conversation," and helps the group explore areas of common ground. * A study circle progresses from a session on personal experience (how does the issue affect me?) to sessions providing a broader perspective (what are others saying about the issue?) to a session on action (what can we do about the issue here?). What is the Study Circles Resource Center (SCRC)? SCRC is a nonprofit organization established in 1990 to promote the use of study circles on critical social and political issues. It is funded solely by the Topsfield Foundation, a private, nonprofit, nonpartisan foundation whose mission is to advance deliberative democracy and improve the quality of public life in the United States. SCRC operates by creating study circle organizing and discussion materials, distributing those materials free of charge to organizers of community-wide study circle programs, and providing technical assistance to these organizers. Click here for SCRC's Publication Order Form. What is a community-wide study circle program? Study circles can been used in a variety of ways, but most study circles have occurred as part of community-wide study circle programs. These programs engage large numbers - in some cases thousands - of citizens in a community in study circles on a public issue such as race relations, crime and violence, or education. The key factor in convincing people to take part in study circles is helping them see that by participating they will actually be making an impact on the issue; through their size and their sponsorship, community-wide programs do just that. What are the outcomes of community-wide study circle programs? By participating in study circles, citizens gain "ownership" of the issues, a recognition that there can be a connection between personal experiences and public policies, and a deeper understanding of their own and others' perspectives and concerns. They discover common ground and a greater desire and ability to work collaboratively to solve local problems - as individuals, as members of small groups, and as voters and members of large organizations in the community. Community-wide programs also facilitate cooperation between citizens and government, both at an institutional level and at the level of parents and teachers, residents and police officers. How do community-wide study circle programs come into being? Typically, a single organization such as a mayor's office, a school board, or a human relations commission spearheads and staffs the project. In most communities, the organizing begins when the initial organization approaches other key organizations to build a sponsoring coalition. Most community-wide programs have 10-30 organizations as sponsors or endorsers. Grassroots organizations such as churches, neighborhood associations, and clubs often take part. Where are community-wide study circle programs going on? In 1992, Lima, Ohio, became the first city to create a community-wide study circle program. Since then, 19 communities have followed Lima's lead, ranging in size from Yarmouth, Maine, to Los Angeles, California. Over 80 other communities are in various stages of planning and organizing community-wide programs; the actual study circle phase of most of these programs will begin within the next year. SCRC also works with a number of national organizations that are working with the community-wide study circle model, including the National Urban League, the YWCA of the USA, the Education Commission of the States, the National Association of Human Rights Workers, the National Council of Churches, and the Alliance for National Renewal. Study circle programs help communities rebuild democracy from the ground up. A presidential campaign often seems like a great opportunity to renew people's interest in the democratic process. Yet the empty posturing and combative tone of the presidential campaign are among the very things that have alienated large numbers of American citizens from government and from public life in general. Instead of focusing exclusively on the presidential campaign and national issue debates, many civic activists are creating community-wide study circle programs to help citizens reconnect to public life at the local level. These programs create an opportunity for ordinary people to make a direct impact on public problems and political decision-making, which is one of the essential elements of democratic citizenship. By helping people first become active participants of their neighborhoods and communities, these programs lay the foundations for democracy on a national scale. Study circles are small-group, democratic, highly participatory discussions. Organizers of large-scale study circle programs bring hundreds or even thousands of citizens into study circles to address issues such as education, race relations, and crime and violence. Community-wide study circle programs are underway in 19 cities, ranging in size from Orford, New Hampshire to Los Angeles. These programs aid community problem-solving at a number of levels, from greater individual volunteerism, to increases in small-group collaborations, to new city-wide policies and plans. Study circles are grounded historically in the U.S. town meeting tradition and in the study groups of the Chautauqua era at the turn of the century. Community-wide study circle programs receive free consultation and discussion materials from the Study Circles Resource Center (SCRC), a nonprofit organization funded by the Topsfield Foundation of Pomfret, Connecticut. Study circles help citizens gain "ownership" of the issues, and to begin thinking of themselves as members of a community capable of solving its problems. Through the discussions, citizens gain deeper understanding of others' perspectives and concerns. They discover common ground and a greater desire and ability to work together- as individuals, as members of small groups, and as voters and members of large organizations in the community. In this way, participants in community-wide study circle programs practice a more vital brand of citizenship that includes taking action as well as voting. The success of this decentralized, citizen-based approach has been touted by national figures such as U.S. Senator Bill Bradley (D-N.J.) and Children's Defense Fund President Marian Wright Edelman. Civic educators Frances Moore Lappe and Paul Martin Du Bois call the community-wide study circle model "one of the most dynamic and successful democratic practices in America today." Click here for the following SCRC stories, case studies, and manuals: Stories and case studies: * Study Circles Bring Young People into Public Life. Inspired by successes in Maine, California, Ohio and other places, the Study Circles Resource Center (SCRC) has developed a new publication entitled Youth Issues, Youth Voices: A Guide for Engaging Youth and Adults in Public Dialogue and Problem Solving. Schools and community groups are using the publication to discuss four critical issues affecting young people today--racial tensions, crime and violence, substance abuse, and dating and social relationships--with young people themselves. Story and case study plus. * Citizens Use Study Circles in Lima, Ohio Against Crime and Violence. To strengthen their communities and address the problems of race relations and violence, public officials in three Ohio cities have unleashed an ancient force: deliberative democracy. Officials in Lima, Springfield, and Columbus have used study circles -- small, democratic, highly participatory discussion groups -- to get citizens meeting and acting on the issues they care about. Two dozen other cities across the country have begun to plan and implement similar programs. Story. OH. * Dialogue and Problem-Solving Bridge the Divides of Race and Ethnicity. The process of overcoming bias must begin in communities, where people interact and daily face the consequences of racial, ethnic and class antagonisms. This article profiles several successful programs--including study circles--that combine opportunities for face-to-face dialogue among individuals from diverse backgrounds with broad-based support and involvement of local organizations and governing institutions. Case study plus. Lima and Springfield, OH; New York, NY. Manuals and guides: * Planning Community-Wide Study Circle Programs: A Step-by-Step Guide. (1996) This guide is designed to be both inspirational and informational as people work to create broad-based democratic discussion of the critical issues their communities are facing. Includes basic steps, sample documents, stories, and resources. * The Busy Citizen's Discussion Guide: Education in Our Communities. (1995) This guide is designed to help you get involved by talking with others about your community's schools and how best to support them. * The Busy Citizen's Discussion Guide: Youth Issues, Youth Voices. (1996) This guide is designed to help citizens have productive conversations on key community issues which involve and affect youth. * Balancing Justice: Setting Citizen Priorities for the Corrections System. (1996) This guide is designed to help citizens and criminal justice professionals define priorities for the corrections system, explore a range of sentencing options, and work together to implement improvements. * The Busy Citizen's Discussion Guide: Violence in Our Communities. (1994) This guide is designed to help you work against violence at the local level by engaging you and others in dialogue about how best to confront crime and violence in your community. * The Busy Citizen's Discussion Guide: Sexual Harassment. (1993) This guide is designed to help you have more productive conversations about a difficult issue whose scope has recently become more apparent. * The Busy Citizen's Discussion Guide: Civil Rights for Gays and Lesbians. (1993) This guide is designed to help you have more productive conversations about a difficult issue that many believe will become more prominent throughout the nineties. * The Electronic Forum Handbook: Study Circles in Cyberspace. This handbook results from the experience of moderators trained in traditional face-to-face approaches to moderating forums and study circles who experimented with an electronic version on the internet. SCRC's Publication Order Form. For more information, contact: The Study Circles Resource Center PO Box 203 Pomfret, CT 06258 (860) 928-2616 (860) 928-3713 FAX e-mail: scrc@neca.com ---------- End of Document