PUBLIC

DESIGN AND IMPLEMENTATION OF AN ONLINE BOOK CLUB

MANAGEMENT SYSTEM

BY
SUNDAY JAWANDO
MATRIC NO: ESCAE/2022/FST/CSC/12017/PN

BEING A RESEARCH PROJECT SUBMITTED TO THE

DEPARTMENT OF INFORMATION TECHNOLOGY, UNIVERSITY
OF SCIENCE, COMMERCE AND BUSINESS ADMINISTRATION
(ESCAE), PORTO NOVO, BENIN REPUBLIC

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF BACHELOR OF SCIENCE (BSc) IN INFORMATION
TECHNOLOGY

JUNE 2023

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CERTIFICATION

I hereby certify that this research work was carried out by Mr.

Sunday Sulaimon Jawando, of Computer Science and Information

Technology Department with Matric Number:

ESCAE/2022/FST/CSC/12017/PN, under my close guidance and

supervision.

…………………………. ………………………
PROJECT SUPERVISOR DATE

…………………………. ………………………
HEAD OF DEPARTMENT DATE

…………………………. ………………………
EXTERNAL SUPERIVSOR DATE

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DEDICATION

This work is dedicated to God Almighty, the creator of the whole

universe, the fountain of all knowledge and source of all wisdom.

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ACKNOWLEDGEMENT

My sincere thanks are due to my parents, Mr & Mrs Gbolahan

Jawando, my spouse; Mrs. Peace Jawando and my siblings

Rasheed, Bola, Sidikat, Yetunde, and Muse for their support both

morally, financially and otherwise.

I also acknowledge with thanks the assistance given me by Dr.

Abba, my supervisor and my other lecturers throughout this

research.

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TABLE OF CONTENT

TABLE OF CONTENT

Cover page

Title page 1

Certification 2

Dedication 3

Acknowledgement 4

List of Tables 5

Abstract 8

1.0 Chapter One 9

1.1 Purpose of the Study 12

1.2 Objective Of The Study 12

1.3 statement Of Problem 12

1.4 Scope Of The Study 13

1.5 Definition Of Terms 13

2.0 Chapter Two 15

2.1 History Of Book Clubs 16

2.2 Conscientization And Reading For Awareness 22

2.3 The Concept Of Online Book Club 24

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2.4 Empirical Literature 25

3.0 Chapter Three 30

3.1 General Description Of The Existing System 30

3.2 Fact Finding Methods Used 30

3.2.1 Primary Source 31

3.2.2 Secondary Source 31

3.2.3 Design Of The Study 31

3.3 Objective Of The New System 32

3.4 Organizational Structional Structure 33

3.5 Input Analysis 33

3.6 User registration Form 33

3.7 Output Analysis 35

3.8 Problems Of The Existing Systems 35

4.0 Chapter Four 36

4.1 Data Presentation And Analysis 36

4.1 Design Standard 36

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4.2 Output Specification And Design 36

4.3 Input Design And Specification 37

4.4 File Design 37

4.4.1 Registration Table Structure 38

4.4.2 Book Group Table Structure 38

4.4.3 User Table Structure 39

4.5 System Flowchart 40

4.6 System Requirements 41

4.6.1 Hardware Requirements 41

4.6.2 Software Requirements 41

5.1 Summary 45

5.2 Recommendations 45

5.3 Conclusion 46

References 47

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ABSTRACT

Reading groups have become extremely popular over the past years.

And because of their successes in so many communities

throughout the nation, implement an online book club management

system, to enable students and other book lovers enjoy reading and

can easily find a reading group close to their community.

The system which will be implemented on the internet and can be

accessed on any operating device, either desktop or mobile devices

connected to the internet. The system communicates with the

database residing on a remote server. This system has been built

with HTML, CSS and PHP.

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CHAPTER ONE

1.1 INTRODUCTION

People who read at least seven books a year are reported to be 2.3

times more intelligent than people who read only one. That stat,

floating around the Internet, has been attributed jointly (and

separately) to the U.S. Department of Labour and a survey by

Yahoo!, Whether that information is strictly reliable or not,

executives and avid readers everywhere will attest to the value of

reading—for personal development, leadership purpose, training,

continuous learning and company innovation. To enhance reading

culture among students, starting a book club with books that speak

to career advancement and fulfillment.

For promoting reading and developing lifelong reading habits have

always been parallel goals with developing information literacy

through their integrated school library programs. This has

traditionally included developing extensive collections of quality

literature books (books and novels), as well as rich information

books, all in support of the school curriculum and as resources to

support positive reading habits. Computerization and the pervasive

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infiltration of the Internet have dramatically altered all areas of

work for teacher-librarians. The school library community has fully

engaged in management uses of technologies: automating library

collections; providing reference online; providing access to

databases and electronic materials; as well as building a significant

virtual presence through school library websites, archives of

student work, and collected bookmarks of thematic resources.

However, the traditional areas of promoting reading and providing

readers’ advisory have often remained static and bound by face-to-

face methods such as conducting book talks; building in-library

displays; and bulletin board displays, as well as evidence that by

improving students' access to reading materials and opportunities

to interact with peers about their reading, teachers can do a better

job of helping all readers become skillful, motivated readers. Since

technology is seen as occupying more and more of students time

out of school, it would seem important to explore how these two

areas might unite to explore how new technologies such as e-books

and e-readers support the goals of motivating students to read.

Since digital technologies are so appealing to today’s youth,

research seems to support the value of developing an online book

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club system as a factor in motivating young readers to read more

with some evidence they may be particularly valuable in motivating

reluctant readers. Online book club will enable e-readers also to

have been used in research exploring children’s reading

comprehension (Larson, 2010). Evidence from this work suggests e-

readers offer more than just portability and storage capacity; they

support readers through their use of multiple tools and text

features such as text-to-speech options, dictionaries and note-

taking capabilities (Larson, 2010). There can be little doubt that e-

books and e-readers are here to stay. In fact, data from

publishers/distributors of e-books and the makers/marketers of e-

readers have all indicated that growing sales and growing demands

will lead to further innovations in these technologies and wider

acceptance of their use. This information, coupled with evidence

that those who own an e-reader buy more books now than before

they owned an e-reader (Duncan, 2010), should awaken teacher-

librarians to a reality that looms before them, one that holds great

promise in our goals of supporting literacy and promoting reading

habits.

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1.4 PURPOSE OF THE STUDY

The purpose of this research is to develop an online book club

management system to increase the reading culture among

members of this online community, to enhance the sharing of

books, proper reading, review books, rate books and connect

with other readers.

1.3 OBJECTIVE OF THE STUDY

 Increase reading the culture among students’ and members of

using the system.

 Eliminate borrowing of books from library, informative books

will be readable available for the reading pleasure of students.

 Reduce money students spend on buying bulk of books.

 To increase academy performance of students.

4.1 STATEMENT OF PROBLEM

In most educational institutions, there’s a need to increase the

reading culture among students especially in this internet age,

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were students spend a lot of time on the internet. Students

can’t have access to books on holidays or easily without having

to visit the school library on campus, it is not only time

consuming, but it is also reduce students’ academic

performance due to no access to books without stress.

4.2 SCOPE OF THE STUDY

The scope of the project is limited to several processes: handling of

students’ ability to access academic materials without having to

visit the campus, improve students’ academic performance through

continuous reading with other peers. The system will generate the

reports such as books read by a particular student to encourage

others read same book. The online book club management system

is designed in such a way that makes it possible to access through

any device connect to the internet.

4.3 DEFINITION OF TERMS

Reading - The action or skill of reading.

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E-readers – electronic readers.

Educational - Education is the process of facilitating learning,

or the acquisition of knowledge, skills, values, beliefs, and

habits.

Online - Being connected to a computer or under computer

control.

Performance – an act of showing improvement or decrease in

a particular period of time.

Academic - of, relating to, or associated with an academy or

school especially of higher learning.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

Although it is not a widely researched topic, statistical findings

about book clubs suggest that the number of book clubs

throughout the United States is increasing. “Over the past decade,

reading groups have become a renewed American pastime. In 1990,

there were about 50,000 book clubs in the United States; by the

turn of the millennium that number had just about doubled”

(Daniels, 2002, p. 3). In a digital age which emphasizes

individualized learning over social, communal structures, the

traditional concept of face-to-face book clubs has become somewhat

antiquated. Once founded on their ability to bring together

individuals in a single, physical, collective learning environment,

book clubs have evolved into groups that more often meet virtually,

in online forums, to discuss readings and examine issues that

emerge in the literature they explore. While these online formats

enable more widespread participation and communication across

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geographical and cultural boundaries, the transition from the

traditional structure of a book club into a less personal, online

format provides a different environment and context for book club

members. However, despite these evolutions in structure, there are

book clubs that remain faithful to the traditional format of face-to-

face meetings and continue to thrive today.

2.1 History of Book Clubs

Historically, book clubs have functioned as structures for informal

learning.

Contemporary American book clubs evolved from reading clubs,

scholarly organizations that were situated within the creation of

gentlemen’s clubs and lyceums during the early 1800s (Kett,1994).

In fact, in 1900 the concept of a book club “signified an association

for reprinting scarce books or fostering the publication of original

compositions by members [of library associations]” (Kett, 1994, p.

44).

This differs drastically from what we now refer to as book clubs.

Therefore, in their infancy book clubs were better known as reading

groups, literary groups, or even types of mutual improvement

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societies. The development of various forms of mutual improvement

societies based on literary interests demonstrates the growth in

social reading organizations throughout the nineteenth century.

The popularity of reading clubs gradually increased with the

formation of knowledge societies, the development of academies, the

creation of social libraries, and the movement toward

democratization of educational opportunities for women and

minorities (Kett, 1994).

During the 19th century, education broadened in scope to include

informal learning environments as supplemental to, or blended

with, formal education. The concept of self-instruction, therefore,

became more widely recognized as a valuable form of education.

Informal learning environments were rooted in critical reading and

interactive discussions based on the material read.

Women, in particular, took advantage of these informal learning

activities as outlets to engage in dialogue with other individuals who

shared similar experiences, social obstacles, and political

perspectives. In particular, “the Chautauqua circles were reading

clubs, similar in some respects to contemporary women’s clubs”

(Kett, 1994, p. 161). The Chautauqua movement, inspired by the

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development of the Chautauqua Literary and Scientific Circle

(CLSC), is perhaps the most prominent example of reading clubs

evolving into national, and even international, academic societies

that originated as structures reflective of book clubs. “Overall, the

Chautauqua movement contributed to the democratization, theory

and structure of both adult and university education in the USA”

(Scott, 2005, p. 42). The impact of the Chautauqua movement,

therefore, left a lasting effect.

Book clubs have come a long way from their origins, and they

continue to evolve in their intentions and membership. The

historical progression of reading groups and book clubs paved a

path for adult education. In addition, these intentional gatherings

affirmed the value of less formal learning contexts and helped

emphasize the potential for book clubs to function as spaces to

foster critical dialogue.

In academia, book clubs have largely escaped scholarly attention, or

as Long (2003) states that they have “slipped through disciplinary

cracks to find themselves in a scholarly no-man’s land” (p. x). Book

clubs have traditionally been associated with amateur or

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uninformed readers who gather to discuss popular fiction. With the

exception of a handful of scholars who recognize the contributions

these contexts can make to a number of fields, the clubs have not

been credited as valuable structures that can illustrate

advantageous insights. However, as they slowly gain attention, the

few scholars who acknowledge the significance of book clubs have

discovered that the clubs can enlighten us about a variety of points:

literary engagement (Goldberg, 2012;

Bonner & Tarner, 1999; Addington, 2001; Twomey, 2007), collective

reading and group dynamics (Childress & Friedkin, 2012), human

interactions and connections, (Sedo, 2004; Odrcic, 2007; Long,

1992, 2003; St. Pierre, 1995; Kelley, 2007; Sisson, 1996), and

teaching and learning pedagogies (Ooi & Liew, 2011; Southwood,

2012; Polleck, 2010; Sawatzky, 2011) just to name a few. Thus,

there is a crucial need to spotlight book clubs as significant social

structures that contribute to society and adult learning in a

number of ways, and also to reveal data that indicates these seldom

studied groups are actually quite prevalent and relevant adult

learning environments in the United States.

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Sadly, book reading in the United States is reportedly on a general

decline. The Survey of Public Participation in the Arts (SPPA),

conducted by the National Endowment for the Arts states, “The

percentage of Americans who read at least one book of fiction or

nonfiction in the previous 12 months (outside of work or school

requirements) decreased from the early 1990s to 2008” (American

Academy of Arts and Sciences, 2008). This decrease was from 61%

in 1992, to 54% in 2008. (American Academy of Arts and Sciences,

2008, Findings and Trends section, para. 1). Inarguably,

technological advances that have limited or even eliminated the

need for book reading are attributable to this change. In an age

where information and reading materials are easily accessible

through the Internet, the demand for immediate information

reduces the need to peruse a book to gain knowledge. Furthermore,

Americans are bombarded with a variety of easily portable,

electronic entertainment options, which have often replaced the role

of a traditional, paper book.

Interestingly, however, a change in reading habits does not seem to

have significantly impacted book club participation. Based on the

Survey of Public Participation in the Arts, “anecdotal evidence

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suggests book clubs (discussion groups) are currently a popular

phenomenon, but data about Americans’ participation in them are

scarce. A 2005 study found that 6% of American adults who read

for pleasure and primarily in English, or 3.4% of all adults,

participated in book clubs” (American Academy of Arts and

Sciences, 2008, Findings and Trends section, para. 3 ).

Furthermore, according to the 2010 United States Census Bureau

report on leisure activities, 2.5% of adults surveyed had

participated in a book club within the last twelve months, with

1.2% reporting to have participated once a month (“Adult

Participation,”

2012, Table 1240). The report does not provide a specific definition

of a book club, so the assumption remains that it follows a general

definition of a book club as an organized group of individuals

gathered to read and discuss literature. While these figures may

seem small and there are obvious discrepancies since research

efforts to examine book club participation are limited, the data does

suggest that book clubs remain very much alive in contemporary

society. The continued existence of book clubs supports the idea

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that they serve a purpose to help adults become informed about,

and discuss, different literature.

2.2 Conscientization and Reading for Awareness

Paulo Freire (1996) writes: “World and human beings don’t exist

apart from each other, they exist in constant interaction” (p. 33). He

further claims that in order for humans to enact change in the

world and how they are situated in it, they must practise praxis,

which includes an equal emphasis on reflection and action (Freire,

1996). Strongly supportive of dialogue as a means of promoting

praxis, Freire (1996) claims that “only through communication can

human life hold meaning” (p. 58). Freire (1996) suggests that

dialogue also promotes the emergence of the oppressed from a state

of oppression. He writes: “Dialogue cannot exist, however, in the

absence of a profound love for the world and for people…Love is at

the same time the foundation of dialogue and dialogue itself…

Because love is an act of courage, not of fear, and love is

commitment to others. No matter where the oppressed are found,

the act of love is commitment to their cause—the cause of

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liberation” (p. 70). Freire (1996) relates these ideas of liberation to

critical thinking and literacy through his concept of

conscientizacao, or conscientization.

“Conscientizacao is the deepening of the attitude of awareness

characteristic of emergence” (Freire, 1996, p. 90). He states, “Since

the basic condition for conscientization is that its agent must be a

subject (that is, a conscious being), conscientization, like education,

is specifically and exclusively a human process. It is as conscious

beings that men are not only in the world, but with the world,

together with other men” (Freire, 2000, p. 39). An awareness, or

consciousness, of how one is situated in our various social

circumstances is therefore promoted by the development of one’s

perceptions, and likewise, advances such development through

further exposure to situations that highlight social conditions.

Freire’s (1996) representation of critical dialogue, through his

concept of liberatory education, is the most relevant illustration of

the connection between critical dialogue and literacy. “Liberation is

a praxis: the action and reflection of men and women upon their

world in order to transform it” (Freire, 1996, p. 60). Therefore, the

creation of one’s conscious awareness is not established through

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force, but rather through the sharing of information, ideas, and

perspectives as reflective and dialogical practices. I relate this

sharing of ideas and subsequent awareness-building to the

interactions that occur in the context of a book club.

2.3 The Concept of Online Book Club

Online book clubs are technical extensions of offline discussion

groups (Foasberg, 2012; Scharber, 2009; Sedo, 2003), with readers

sharing book reviews or recommendations “regardless of factors

such as cultural or socio-economic background, gender, reading

level or geography” (Sedo, 2011, p. 8). Online book reading

initiatives may also be harnessed for community building (Harder,

Howard, Sedo, 2015) as well as for library activities and book

promotion by publishers (Harder, Howard, Sedo, 2015) and can

allow direct interactions with a book’s author (Gruzd & Sedo, 2012).

Goodreads is sometimes used to help organise online or offline

clubs (Hooper, 2014)

In summary, there is some evidence that social activities related to

books are common but are more engaged in by women than by

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men. Organised book clubs can be set up for a variety of different

purposes and can be engaged in for different reasons. Thus, the

goal of book-related socialisation is not necessarily to improve the

reading experience itself. In this context it is plausible that a book-

related social website might have users that focus on its social

affordances.

2.4 Empirical Literature

Although more women read books than men (Dahlgreen, 2014;

Zickuhr & Rainie, 2014) the most obvious gender difference is in

the choice of books to read. Most academic research into reading

preferences by gender has focused on children, often with the goal

of informing curriculum development. A survey of adolescents at

high schools in central Illinois found that 49% of females rated

romances as their favourite leisure reading in contrast to 3% of

males (Moffitt & Wartella, 1991). Males preferred fantasy (21%;

females: 5%), science fiction (18%; females: 5%) and sports (16%:

females: 2%), and females rated reading slightly higher as a leisure

activity than did males. Another survey of US pupils found that

boys enjoyed reading adventure stories (81%), humour (64%),

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science fiction (57%) and horror (57%), whereas girls enjoyed

reading romance (68%), realistic fiction dealing with relationships

(65%), mysteries (59%) and humour (51%) (Schultheis, 1990).

Similar gender differences have also been found in Australia

(Manuel & Robinson, 2003) and the UK (Hopper, 2005). A later UK

study (n=1512) found little difference in the adventure (boys: 62%;

girls: 66%) and science fiction (boys: 32%; girls: 26%) genres (Clark,

Torsi, & Strong, 2005). A later study in Australia also found

reduced gender differences, with few girls preferring romances (4%;

boys: 0%) and both genders preferring fantasy (girls: 64%; boys:

71%) and mystery (girls: 63%; boys: 65%) but with males preferring

action and adventure (84%; girls: 38%) and detective/crime (64%;

girls: 33%) (Manuel, 2012; Manuel & Carter, 2015). A possible

reason for this dramatic change is the emergence of romantic

fantasies, such as the Twilight novels, which may have undermined

traditional romances and reclassified a similar kind of reading

within the fantasy genre (e.g., Franiuk & Scherr, 2013) The Harry

Potter fantasy novels with strong female characters and relationship

themes have probably also influenced the results. Gender

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differences extend to other types of publications, with many

magazines being primarily consumed by one gender (Benton, 1995).

Gender differences are also evident for adult readers. In the USA in

2014, 85% of books classified as romantic novels were bought by

women (Nielsen, 2015). A Goodreads analysis of their readers found

that 90% of the 50 books most read by men were also written by

men and 92% of the 50 books most read by women were also

written by women (Flood, 2014). LGBT reading preferences are also

likely to exhibit some differences, including a quantity of LGBT-

specific fiction (e.g., Clark & Blackburn, in press).

Romantic fiction is perhaps the most gendered mainstream fiction

genre and is targeted by publishers mainly at women (Radway,

1984). The plot of the stereotypical soft romantic novel is “Young

girl meets older dominant male. She is attracted, yet frightened.

They become entangled in a relationship in which she feels he

dislikes her but in the end after varying degrees of plot complication

she finds he loves her”, often through a dialog that resolves

misunderstandings (Owen, 1997). Readers may use these books to

consciously construct a “playful fantasy in which the problems of

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their lives are resolved in a utopian way,” as in a traditional fairy

story (Owen, 1997; see also: Wu, 2013). The more realistic approach

of chick lit (Harzewski, 2011) may find an audience that rejects this

fantasy (Hurst, 2009), or wants to escape from the stigma attached

to reading about old fashioned gender roles (Brackett, 2000).

Overall, then, there are strong gender differences in the types of

books read, although they may be decreasing for younger readers.

These differences may affect the way in which the genders discuss

books, who they discuss books with, and the types of book-related

information that they would find useful. For example, consumers of

category romances, such as Mills and Boon (Thomas, 2007), may

subscribe to a publisher rather than seeking information about

which titles to read.

Although book reading can be a private and personal experience, it

can also be social, such as with parents reading to children, pupils

reading together in a classroom, or couples listening to a book read

on the radio. The availability, selection and presentation of books

also places them in a wider context so that even solitary readings

are not fully alone (Long, 1986, 2003). Books may also trigger, or be

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aided by, various types of social interaction. At the simplest level,

someone may read book reviews and discuss books and book

recommendations with friends. They may also attend book reading

groups, perhaps organised by friends, libraries, schools or online.

Some reading, such as newspapers, can even have the specific goal

of identifying topics for future conversations (Katz, Blumler, &

Gurevitch, 1973).

Book clubs and reading groups are a visible way in which book-

based social activities occur. Book clubs recruit more females than

males, at least in the USA (Long, 2003). In the UK, girls participate

more than boys in most types of reading-related social activities,

including reading groups, talking about books and helping with

libraries (Clark, Torsi, & Strong, 2005). Book clubs can be

organised as an educational device to encourage reading

(Whittingham & Huffman, 2009) and for bibliotherapy in prisons,

psychiatric wards and care homes (Morrison, 2008). Although book

club discussions may well be critical and argumentative, they seem

to conform carefully to politeness norms (Peplow, 2016). Despite the

book focus, however, the primary goal of participants may be to

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foster intellectual companionship rather than to develop their

understanding of literature (Long, 2003).

CHAPTER THREE

METHODOLOGY AND ANALYSIS OF THE EXISTING

3.1 GENERAL DESCRIPTION OF THE EXISTING SYSTEM

In the conventional way, students, parents, teachers, work-

colleagues meet in a book club or go to each other’s houses to

review and read a book. The sole aim of reviewing a book together is

to gather more insights about the book currently studied, as well as

get to network with each other. This conventional way of meeting in

a physical location to review a book has its own short comings as

privacy and convenience may not be optimized. With an online Book

Club system, readers can easily review books together in the most

convenient and secure manner.

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3.2 FACT FINDING METHODS USED

There are two main sources of data collection in carrying out this

study, information was basically obtained from the two sources

which are:

(a) Primary source and

(b) Secondary source

3.2.1 Primary Source

Primary source refers to the sources of collecting original data in

which the researcher makes use of empirical approach such as

personal interview, questionnaires or observation.

In my research, I used a method of observation were I was attentive

to how customers buy books in the conventional way.

3.2.2 Secondary Source

The need of the secondary sources of data for this kind of project

cannot be over emphasized. The secondary data were obtained by

me from the library source and most of the information from the

library research has been covered in my literature review in the

previous chapter of this project.

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3.2.3 Design of the Study

Although scholars have examined book clubs as informal learning

environments and contexts for adults to seek social networks and

engage in critical dialogue, very little is known about how book

clubs function as spaces for adults to deliberately engage in these

actions. The purpose of my study is to understand lived experiences

of consciousness-raising for adults through the context of book

clubs. To address the gap in the literature, my research is guided by

the following question: What is the lived experience of

Conscientization, or consciousness raising, in the context of book

clubs?

My study takes the form of a qualitative research design grounded

in an interpretivist epistemology. I apply a hermeneutic

phenomenological methodology in order to explore the ways in

which book club members experience consciousness-raising in the

context of a book club. I draw upon the perspectives of Gadamer

(1975) and Van Manen (2014), as they build upon Heidegger’s

(1996) philosophies about phenomenology, to inform the structure

and design of the study.

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3.3 OBJECTIVE OF THE NEW SYSTEM

The purpose of this research is to develop an online book club

management system for readers to easily post ebooks, create new

reading groups and review books together in sections, chapters,

pages etc. electronically and in the most convenient way possible.

Specific objectives are:

3.4 ORGINAZATIONAL STRUCTIONAL STRUCTURE

There is no organizational frame work since I was using an

observation method. The organizational frame work can only be

explained.

3.5 INPUT ANALYSIS

The input of layout of the new system is as follows:

1. User Registration form.

2. Login form

3. Book Group Form

3.6 User Registration Form

Title

First name Last Name

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Nationality
Educational Level Readership Status

Login Form

Email Address Password

Book Group Form

3.6 PROCESS
Group name ANALYSIS Book Title

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The Online Book Club Management system will be hosted on a

server side php distribution network. Readers can access the

system via online or a local server with their phones, tablets and

personal computers. Once a user registers with the book club, the

user is given the opportunity to select a reading group he/she

prefers to join. Depending on the access type of the group, the user

joins a reading group and begins reviewing books together with

other club/group members.

3.7 OUTPUT ANALYSIS

The output from the system designed is generated from the system

Login

Dashboard

Create Group Manage Group Join Group Logout

Edit Profile

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3.8 PROBLEMS OF THE EXISTING SYSTEMs

Some of the problems identified in the present system include:

1. It’s time consuming to go physical reading venues.

2. Readers can only meet during convenient hours.

3. Privacy can be breached.

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CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 DESIGN STANDARD

The system comprises of two areas, the reader area, and the admin

area. The reader area enables the general public to register, place

request for books, join reading groups, and manage their book

groups. The admin area allows the administrator to verify and

approve or disapprove readers in the reading community.

The system’s data will be stored in relational database, in which

they will are organise into tables.

4.2 OUTPUT SPECIFICATION AND DESIGN

The output design was based on the inputs. The report generated

gives a meaningful report. These outputs can be generated as

softcopy or printed in hard copy.

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4.3 INPUT DESIGN AND SPECIFICATION

Computer is designed in such a way that sometimes it is called

GIGO, denoting that what goes in is what comes out. The input

forms are designs generally based on the necessary data that needs

to be entered into the system. The data are captured through the

keyboard and stored on a magnetic disk in an access database.

4.4 FILE DESIGN

MySQL relational database was used in the development of the

system reasons being relational avoids data duplication, avoids

inconsistent records, easier to change data and easier to change

data format. The database for this system comprises of three

important tables, registration table, book group table and users

table, their structure is follows.

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4.4.1 Registration table structure

Column Type Null Default

title varchar(200) Yes NULL
lastname varchar(200) Yes NULL
firstname varchar(200) Yes NULL
dob varchar(200) Yes NULL
gender varchar(200) Yes NULL
nationality varchar(200) Yes NULL
emailaddress varchar(200) Yes NULL
address varchar(200) Yes NULL
photo varchar(200) Yes NULL
datet varchar(200) Yes NULL
education varchar(200) Yes NULL
username varchar(200) Yes NULL
password varchar(200) Yes NULL
id int(200) No
status varchar(200) Yes NULL
css varchar(200) Yes NULL

4.4.2 Book Group table structure

Column Type Null Default

css varchar(200) Yes NULL
groupname varchar(200) Yes NULL
booktitle varchar(200) Yes NULL
chapters varchar(200) Yes NULL
bookauthor varchar(200) Yes NULL
startdate varchar(200) Yes NULL
enddate varchar(200) Yes NULL
access varchar(200) Yes NULL
attach varchar(200) Yes NULL
category varchar(200) Yes NULL
pages varchar(200) Yes NULL
reviewtype varchar(200) Yes NULL
status varchar(200) Yes NULL
reviewstructure varchar(200) Yes NULL
assign varchar(200) Yes NULL

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id int(200) No

4.4.3 User table structure

Column Type Null Default

phone varchar(200) Yes NULL
firstname varchar(200) Yes NULL
middlename varchar(200) Yes NULL
lastname varchar(200) Yes NULL
email varchar(200) Yes NULL
role varchar(200) Yes NULL
username varchar(200) Yes NULL
password varchar(200) Yes NULL
name varchar(200) Yes NULL
date varchar(200) Yes NULL
id int(200) No

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4.5 SYSTEM FLOWCHART

Online Book Club

System

Input from keyboard

Process

Result to
Disk storage screen
Report (output)

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4.6 SYSTEM REQUIREMENTS

The requirements needed to implement this system are as follows:

4.6.1 Hardware Requirements

The software designed needed the following hardware for an

effective operation of the newly designed system.

 A system running on AMD, Pentium 2 or higher processor

 The random access memory (ram) should be at least 512mb.

 Enhanced keyboard.

 At least 20 GB hard disk.

 V.G.A or a colored monitor.

4.6.2 Software Requirements

The software requirements includes:-

 A Windows XP operating system or higher version for faster

processing

 MySQL database

 Apache webserver

 PHP 5.6+ runtime environment

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Start

Enter
Registration
data/Create Book
Group

NO
Is Request Dis-Approve
valid?

Yes

Approve

Publish for
Readership

Stop

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Online Book Club System flowchart

Admin Registration

Start

Enter bio
data

Display error NO
Is data valid?
message

Save

Stop

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CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1 SUMMARY

The On-line Bookclub, is a website that will synthesize and increase

the functionality of book reading, sales and exchange. Although a

lot of websites have been designed and hosted to achieve a lot of

goals in different businesses. But this one exclusively designed will

go a long way in boosting and unveiling the book reading with

various clubs and subscriptions and their method of operation

which has not yielded sufficient profit as expected.

All the steps starting from the first chapter are all designed to make

the website project come through. For future references and

modifications, the source code is also included showing the

language steps used to design the website.

5.2 RECOMMENDATIONS

Having presented all that is required for the successful

implementation of this project research work, the following are

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suggested by the programmer aimed at improving and eliminating

the problems encountered each day by both the user and the

management. The measures are as follows:

 The server should be managed by a database administrator who

has undergone training on using MYSQL database.

 A merchant account should be obtained from any of the financial

institutions.

 There should be a regular update of the website so as to compete

and give round the clock service to the people.

 There should be no hesitation in attending to the needs of the new

system designed.

5.3 CONCLUSION

In conclusion, this is a user-friendly website designed for on-line

book clubs. It is a site that inculcates the new web technology in its

full design. When this is fully implemented it will promote and

improve the standard of operations of the bookclub which is entirely

manual.

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REFERENCES

Addington, A. H. (2001). Talking about literature in university book club and seminar
settings.Research in the Teaching of English, 36(2), 212-248.

American Academy of Arts and Sciences (2008). Book reading. Retrieved from
http://www.humanitiesindicators.org/content/indicatordoc.aspx?i=92

Bonner, D., & Tarner, L. (1999). Once upon an HRD book club. Training and
Development,53(12), 45-51.

Childress, C.C., & Friedkin, N.E. (2012). Cultural reception and production: The social
construction of meaning in book clubs. American Sociological Review, 77(1), 45-68.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. (2 nd

ed.). Portland, ME: Stenhouse Publishers.

Freire, P. (1996). Pedagogy of the oppressed. New York, NY: Penguin. (Original work published
54 1970)

Freire, P. (2000). Cultural action for freedom. (2000 ed.). Cambridge, MA: Harvard Educational
Review. (Original work published 1970)

Gadamer, H. G. (1975). Truth and method. New York: Seabury Press.

Goldberg, M. (2012). Extracurricular reading: Creating and sustaining on campus book clubs.
Reader’s Advisory, 51(3), 231-234.

Heidegger, M. (1996). Being and time. (J. Stambaugh, Trans.). Albany, NY: State University of
New York.

Kelley, M. (2007). The need of their genius: Women’s reading and writing practices in early
America. Journal of the Early Republic, 28(1), 1-22.

Kett, J.F. (1994). The pursuit of knowledge under difficulties: From self-improvement to adult
education in America, 1750-1990. Stanford, CA: Stanford University Press.

Long, E. (1992). Textual interpretation as collective action. Discourse, 14(3), 104-130.

Long, E. (2003). Book clubs: Women and the uses of reading in everyday life. Chicago:
University of Chicago Press.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San

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Francisco: Jossey-Bass.

Odrcic, L. J. (2007). Reading our lives: Collective reading and cultural work in 19th and 20 th

century Wisconsin women’s book clubs. (Doctoral dissertation). Retrieved from

Dissertation abstracts.

Ooi, K., & Liew, C. L. (2011). Selecting fiction as part of everyday life information seeking.
Journal of Documentation, 67(5), 748-772.

Polleck, J. N. (2010). Creating transformational spaces: High school book clubs with inner-city
adolescent females. The High School Journal, 93(2), 50-68.

Sawatzky, W. L. (2011). Discerning inequity through novel study: Middle years students and
social justice awareness. (Doctoral dissertation). Retrieved from Dissertation abstracts.

Scott, J.C. (2005). The Chautauqua vision of liberal education. History of Education, 34(1), 41-
59.

Sedo, D. R. (2004). Badges of wisdom, spaces for being: A study of contemporary women’s book
clubs. (Doctoral dissertation). Retrieved from Dissertation abstracts.

Sisson, M.D. (1996). The role of reading in the lives of African American women who are
members of a book discussion club. (Doctoral dissertation). University of Georgia,
Athens, GA.

Southwood, S. (2012). The joy of reading groups. Adults Learning, 23(3), 36-37.

St. Pierre, E. A. (1995). Arts of existence: The construction of subjectivity in older white
southern women. (Doctoral dissertation). Retrieved from Dissertation abstracts.

Twomey, S. (2007). Reading woman: Book club pedagogies and the literary imagination.
International Reading Association, 50(5), 398-407.

U.S. Census Bureau. (2012). Adult participation in selected leisure activities by frequency, 2010.
Retrieved from https://www.census.gov/compendia/statab/ 2012/tables/12s1240.pdf on February
20, 2015.

Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive
pedagogy. New York: State University of New York.

Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in

phenomenological research and writing. Walnut Creek, CA: Left Coast Press.

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APPENDIX: SOURCE CODES

1. Registration

<?php

require("header.php")

?>

<section id="main">

<div class="container">

<div class="row">

<div class="col-md-4 col-md-offset-4">

<?php

if($_SERVER['REQUEST_METHOD']=="POST"){

if(isset($_POST['btnSubmit'])) {

senddata($_POST['txtUsername'],$_POST['txtPassword'],$_POST['txtTitle'],

$_POST['txtFirstname'],

$_POST['txtLastname'],$_POST['txtDateofBirth'],$_POST['txtGender'],

$_POST['txtNationality'],

$_POST['txtEmail']);

?>

<form id="register" action="reg.php" method="post" class="well">

<h4 class="text-center control-label">Create An Account</h4>

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<div class="form-group">

<label>Title</label>

<select class="form-control" name="txtTitle">

<option value="Mr.">Mr.</option>

<option value="Mrs.">Mrs.</option>

<option value="Master">Master</option>

<option value="Miss">Miss</option>

</select>

</div>

<div class="form-group">

<label>First Name*</label>

<input type="text" name="txtFirstname" class="form-control" placeholder="First

Name" required>

</div>

<div class="form-group">

<label>Last Name*</label>

<input type="text" name="txtLastname" class="form-control" placeholder="Last

Name" required>

</div>

<div class="form-group">

<label>Date of Birth*</label>

<input type="text" name="txtDateofBirth" class="form-control datepicker"

placeholder="Date of Birth" required>

</div>

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<div class="form-group">

<label>Gender</label>

<select class="form-control" name="txtGender">

<option value="Male">Male</option>

<option value="Female">Female</option>

</select>

</div>

<div class="form-group">

<label>Nationality*</label>

<input type="text" name="txtNationality" class="form-control"

placeholder="Nationality" required>

</div>

<div class="form-group">

<label>Email Address*</label>

<input type="text" name="txtEmail" class="form-control" placeholder="Email

Address" required>

</div>

<div class="form-group">

<label>Username*</label>

<input type="text" name="txtUsername" class="form-control"

placeholder="Username" required>

</div>

<div class="form-group">

<label>Password*</label>

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<input type="password" name="txtPassword" class="form-control"

placeholder="Password" required>

</div>

<button type="submit" name="btnSubmit" class="btn btn-default btn-

block">Submit</button>

<a href="user.php">Already Signup</a>

</form>

</div>

</div>

</div>

</section>

<?php

require("footer.php")

?>

2. Admin Dashboard

<?php require ("header.php") ?>

<?php require ("leftside.php") ?>

<?php header('location: group.php');?>

<!-- Website Overview -->

<div class="panel panel-default">

<div class="panel-heading" style="background-color: #1C128E">

<h3 class="panel-title">Website Overview</h3>

</div>

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<div class="panel-body">

<div class="col-md-4">

<div class="well dash-box">

<h2>203</h2>

<h4>Users</h4>

</div>

</div>

<div class="col-md-4">

<div class="well dash-box">

<h2>12</h2>

<h4>Groups</h4>

</div>

</div>

<div class="col-md-4">

<div class="well dash-box">

<h2>33</h2>

<h4>Categories</h4>

</div>

</div>

</div>

</div>

<!-- Latest Users -->

<div class="panel panel-default">

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<div class="panel-heading">

<h3 class="panel-title">Latest Users</h3>

</div>

<div class="panel-body">

<table class="table table-striped table-hover" id="example1">

<thead>

<tr>

<th>Name</th>

<th>Email</th>

<th>Joined</th>

</tr>

</thead>

<tbody>

<tr>

<td>Jill Smith</td>

<td>[email protected]</td>

<td>Dec 12, 2016</td>

</tr>

<tr>

<td>Eve Jackson</td>

<td>[email protected]</td>

<td>Dec 13, 2016</td>

</tr>

<tr>

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<td>John Doe</td>

<td>[email protected]</td>

<td>Dec 13, 2016</td>

</tr>

<tr>

<td>Stephanie Landon</td>

<td>[email protected]</td>

<td>Dec 14, 2016</td>

</tr>

<tr>

<td>Mike Johnson</td>

<td>[email protected]</td>

<td>Dec 15, 2016</td>

</tr>

</tbody>

</table>

</div>

</div>

<?php require ("rightside.php") ?>

<?php require ("footer.php") ?>

3. User Dashboard

<?php

require("header.php")

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?>

<section id="main">

<div class="container">

<div class="row">

<div class="col-md-4 col-md-offset-4">

<?php

if($_SERVER['REQUEST_METHOD']=="POST"){

if(isset($_POST['btnLogin'])) {

user_login($_POST['txtUsername'],$_POST['txtPassword']);

if($flagp==false){

echo " <div class=\"alert alert-warning\">

<a href=\"#\" class=\"close\" data-dismiss=\"alert\" aria-label=\"close\">&times;</a>

No Username or Password found in this system.

</div>";}

?>

<form id="login" action="user.php" method="post" class="well">

<h4>User Login</h4>

<div class="form-group">

<label>Username or Email Address</label>

<input type="text" class="form-control" placeholder="Enter Email

Address or username" name="txtUsername">

</div>

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<div class="form-group">

<label>Password</label>

<input type="password" class="form-control" placeholder="Enter

Password" name="txtPassword">

</div>

<button type="submit" name="btnLogin" class="btn btn-default btn-

block">Login</button>

<a href="reg.php">Create Account</a>

</form>

</div>

</div>

</div>

</section>

<?php

require("footer.php")

?>

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