Developing discussion material can be as simple as making photocopies of a newspaper or magazine article and writing a few discussion questions. In turn, it can be as involved as writing your own material from scratch.

The kind of study material you need depends on the subject of your study circle. You want to match the goal, the number of meetings, and the depth of the study with the most suitable type and amount of material.

Goals

To increase general understanding of a social problem, a public issue an organizational issue

* To examine public policy choices:

• understand underlying values
• make an informed decision on an issue - find common ground with others
• provide feedback to officials or leaders

* To deal with organizational issues:

• future direction
• public position on an issue

* To address personal concerns which are part of larger social issues:

• parenting
• ageing
• health

* To learn something new:

• academic
• job related
• general interest

* To explore or move toward social or political action

Material

* A few well chosen discussion questions

* An article or two with some thought provoking questions

* Books, videos articles and discussion questions

* Original material

Depending upon your goals, your time frame, and the resources that are available to you, you may spend a few hours, a few days, or several weeks preparing the material.

You don't have to be an expert in order to select study material but you should have a basic understanding of the subject and the goals of the study circle. You can always reach out for help with this task. It is a good idea to involve the facilitator and a content expert.

When preparing for a controversial topic you want to present diverse views, each in the best possible light. You are committed to letting the participants come to their own conclusions based on a presentation of the issue that is as unbiased as you can make it.

Encourage participants to go beyond materials provided in the formal program. The point is to stimulate active curiosity and independent learning.

Whatever form they take, effective study circle materials do the following:

• inform participants about essential facts;
• connect the issue to participants' concerns and experience;
• present a number of perspectives on the issue;
• provide structure for one or several sessions;
• help the facilitator to effectively guide the discussion

Use the following checklist as a reminder as you develop your study circle discussion material. Not all of these suggestions will apply to all programs.

Be brief

Most people don't take the time to do a lot of reading. Some may look at it for the first time just before the study circle begins. Many want to know just enough about a topic to be able to talk about it. Supply extra handouts and suggested readings for those who want to spend more time and eltort.

Clarify the goals

Getting a clear definition of the purpose of the study circle written down helps you choose topical information.

Make the material easy to read

Use plain language in your writing. Take care with photocopying. Enlarge extra small print and careftdly arrange chppings on pages. Include cartoons if suitable.

Connect it to the participants

Materials that are suitable for participants who are already working on a subject would be different from materials for a group just setting out to learn about it. Circles aimed at participants with high levels of education and literacy skills require difrerent materials than do circles aimed at new readers.

Use stories and examples

A story often conveys more than an explanation does and gets people thinking about their own experiences.

Make it fair and balanced

Present a wide range of views in material for a circle dealing with an issue or a problem.

Encourage dialogue rather than debate

By acknowledging that different views have validity, the material encourages participants to express their true opinions.

Help the facilitator structure the discussion

Goodmaterials help the facilitator focus the discussion, move it along, avoid tangents and raise points that are missed by the group. You can provide a rough outline for each of several sessions or you may choose to provide specific guidelines for the facilitator.