One Book One World is a blog that can be used any time any where in the world. It consists of six main sections: Home, About, Booklovers, Books, Discussion, and Inspirations. These sections include the following:

Some recent statistics reveal that ‘‘Arabs read very little, far less than international levels" (Elsayed, 2010). Therefore, this project was designed to encourage women, specifically Arabs to read and mostly enjoy reading aiming to make reading part of their lives. In fact, One Book One World is a promising environment for promoting reading, and motivating women from of all ages to contribute and exchange ideas.

Allah says in the Holy Quran,

In the name of Allah, Most Gracious, Most Merciful

“O mankind, indeed We have created you from male and female and made you tribes and nations that you may know one another” (Al-Hujurat 49:13).

Figure 1

One reason behind creating this project is to make people; specifically women connect and interact with each other through books. As a result, learning will be deeper and more meaningful.

Elsayed (2010) ensures that reading has a crucial role in leading human beings into the light, the light of knowledge. In deed, online book clubs helps not only in exchanging and sharing thoughts and ideas, but also communicating, connecting, and interacting with readers from around the globe. Rich (2010) adds that reading within a multiage and multicultural group helps in increasing readers’ passion for a book, understanding the text better, and seeing authors’ ideas from various perspectives and dimensions. Based on some studies, “online learners use different communication styles across cultures” (Kim & Bonk, 2002). Therefore, online technologies are golden tools not only for students, but also for educators who appreciate “cross-cultural experiences, skills, and knowledge in local, national, and global contexts” (Merryfield, 2003).

In what environment can technology promote learning? There are numerous benefits of using online book clubs. First, they help learners develop appreciation of other’s perspectives, critical thinking, task engagement, and sensitivity to cultural diversity, and social cognition (Bonk, Appelman & Hay, 1996; Bonk & King, 1998; Daniels, Berglunc, & Petre, 1999; Kim & Bonk, 2002, Sunal & Christensen, 2002). Second, through the online discussion, women who join from across the world, share new and unique ideas, point of views, and explanations that reflect them, which expand the discussion of readings or the evaluation of resources. Warschauer (1996) claims face-to-face discussion does not bring in equal participation among second or foreign language learners than online discussion. He also “hypothesized that everyone feel comfortable sharing their ideas and experiences since there is less time pressure and fewer social cues, nonverbal cues, and chances for intimidation in online settings than in face-to-face situations. As a result, the learning process will have a new direction and great impact” ( Warschauer (1997).

In addition to the benefits of the online interaction and reflection through the discussion, the online video Joy- Book Trailer helps readers get an idea about the book and motivates them to read it. Furthermore, the video gives them the opportunity to the readers to answer questions by expressing their thoughts, ideas, and feelings. One Book One World blog also provides an “interpretations” section where readers share what about the book and the author’s idea(s) inspired them, such as an illustration, a bookmark, a paint…etc. Therefore, the blog gives the opportunity for women readers to access, use, and share information, analyze, argue with and reflect on comments, work with ideas, synthesize thoughts, and communicate. As a result, readers will attain a deeper understanding of the book, as well as build relationships with other women readers around the world. Indeed, the process that readers are going through in the blog is used as a mean of self-expression that provides support for development of reading and writing skills.

Elsayed, Amany M. (2010). Arab online book clubs: A survey. FLA Journal October 14, 2010 vol. 36 no. 3 235-250. Retrieved from http://ifl.sagepub.com/content/36/3/235.refs.html

Holum, A., and Gahala, J. (2001). Critical Issue: Using Technology to Enhance Literacy Instruction. Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm

Kim, K. and Bonk, C. (2002). Cross-Cultural Comparisons of Online Collaboration. JCMC 8 (1). Retrieved from http://jcmc.indiana.edu/vol8/issue1/kimandbonk.html

Merryfield, M. (2003). Like a veil: Cross-cultural experiential learning online. Contemporary Issues in Technology and Teacher Education, 3(2), 146-171.