Teaching Literature as Reflective PracticeTeaching Literature as Reflective Practice speaks to all those teachers who teach the "gen ed" literature course that their students must take to complete a general education or core curriculum requirement. These students--the 95 percent who are not English majors--are the students we hope will become active and reflective members of a reading public. Given this goal, Kathleen Blake Yancey outlines a course located in reflective practice and connected to readings in the world. The course invites students to theorize--about their own reading practices, about how literature is made, and about texts and their relationships to culture more generally. Such a course also encourages students to think about what places and occasions in the world are poetic, about the role of not-understanding in coming to understand literature, and about technological forms of literacy, such as multimedia pop-ups that link associatively to multiple contexts. In addition to cogent reflections on the realities of lived, delivered, and experienced curricula, Yancey defines, illustrates, and analyzes two kinds of literature portfolio--print and electronic--and shows how each fosters a particular kind of learning and leads to specific assessment practices. |
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Page 41
... curriculum is the " easy " curriculum , given that this is the curriculum that is visible- in syllabi , in reading and writing tasks , in course outcomes and goals . The delivered curriculum , all too often , is the curriculum . ' At ...
... curriculum is the " easy " curriculum , given that this is the curriculum that is visible- in syllabi , in reading and writing tasks , in course outcomes and goals . The delivered curriculum , all too often , is the curriculum . ' At ...
Page 58
... curriculum is to think of it as experi- enced , what some call the de facto curriculum - that is , the cur- riculum that students construct in the context of both the lived curriculum they bring with them and the delivered curriculum we ...
... curriculum is to think of it as experi- enced , what some call the de facto curriculum - that is , the cur- riculum that students construct in the context of both the lived curriculum they bring with them and the delivered curriculum we ...
Page 100
... curriculum - was documented in the portfolios . I began to understand curriculum as multiple . In other classes I was teaching at the same time , I was develop- ing appropriate uses of technology for my classes . In talking about such ...
... curriculum - was documented in the portfolios . I began to understand curriculum as multiple . In other classes I was teaching at the same time , I was develop- ing appropriate uses of technology for my classes . In talking about such ...
Contents
The Lived Curriculum | 20 |
The Delivered Curriculum | 41 |
Closing the Circle | 58 |
Copyright | |
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activity American approach asked assignment begin believe better bring called chapter claim classroom communication connections context course create critical culture delivered curriculum dents describing develop discussion engage English English studies essays example experience explain feel Figure genre given going idea images important intellectual interesting interpretation invisibility invite issues kind knowledge language learning least literary literature lived curriculum look material means move multiple never notes novel Observation performance perhaps person places play poem poetry pop-ups portfolio possible practice presentation questions reader reading reflection relationship role says seems sense situation specific story suggests talk teachers teaching tell term theme thing thought tion understand University writing