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.--Publisher. |
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Page 8
... come to the McGuffey method in our classrooms , but I think that we should try
to bridge the gap . I know that we can come very close to it in teaching drama ,
where the move to oral interpretation requires no explanation or apology —
which ...
... come to the McGuffey method in our classrooms , but I think that we should try
to bridge the gap . I know that we can come very close to it in teaching drama ,
where the move to oral interpretation requires no explanation or apology —
which ...
Page 29
It is poetic to me how all these different people move around going different
places unknown to each other , but move with each other in harmony . - Cade
Like the initial explicit reflective questions , these observations are ( other )
starting ...
It is poetic to me how all these different people move around going different
places unknown to each other , but move with each other in harmony . - Cade
Like the initial explicit reflective questions , these observations are ( other )
starting ...
Page 45
As students learn , articulating what they don ' t understand is a critical first move
toward a fuller , more complex understanding . As they begin , students often
revert to a familiar default that saves them from reading the poem and from not ...
As students learn , articulating what they don ' t understand is a critical first move
toward a fuller , more complex understanding . As they begin , students often
revert to a familiar default that saves them from reading the poem and from not ...
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Contents
The Lived Curriculum | 26 |
Closing the Circle | 58 |
Portfolios and the Representation of Student Work | 77 |
Copyright | |
3 other sections not shown
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Common terms and phrases
activity American approach asked assignment begin believe better bring called chapter classroom communication connections construct context course create critical culture delivered curriculum dents describing develop discussion engage English English studies essays example experience experienced explain feel Figure genre given going idea images important intellectual interesting interpretation invisibility invite issues kind language learning least literary literature lived curriculum look means move multiple never notes novel Observation performance person places play poem poetry pop-ups portfolio possible practice presentation problem questions reader reading reflection relationship role says seems sense situation specific story suggests talk teachers teaching tell term theme thing thought tion understand University visual writing
Bibliographic information
| Title | Teaching Literature as Reflective Practice |
| Author | Kathleen Blake Yancey |
| Edition | illustrated |
| Publisher | National Council of Teachers of English, 2004 |
| Original from | the University of Michigan |
| Digitized | 30 Apr 2008 |
| ISBN | 0814151167, 9780814151167 |
| Length | 123 pages |
| Subjects | › › Language Arts & Disciplines / Linguistics / General |
| Export Citation | BiBTeX EndNote RefMan |