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 85
Novels are characters , multiple stories , filled with many characters , multiple rich
context . stories , and rich in context , but these are only a few reasons as to why I
enjoy reading novels . The best thing for me to do is to just give an example of ...
Novels are characters , multiple stories , filled with many characters , multiple rich
context . stories , and rich in context , but these are only a few reasons as to why I
enjoy reading novels . The best thing for me to do is to just give an example of ...
Page 92
The readership for a digital portfolio is likewise multiple , as are the ways of
processing the portfolio ; often , there is an implied linear path , but that may be
interrupted by peripheral links that take the reader Print text at least gives the to
the ...
The readership for a digital portfolio is likewise multiple , as are the ways of
processing the portfolio ; often , there is an implied linear path , but that may be
interrupted by peripheral links that take the reader Print text at least gives the to
the ...
Page 93
student : one who can make multiple connections and who creates depth through
multiplicity and elaboration , who can work in visual and verbal and aural
modalities , who can offer a reader multiple narratives extending ever outward .
student : one who can make multiple connections and who creates depth through
multiplicity and elaboration , who can work in visual and verbal and aural
modalities , who can offer a reader multiple narratives extending ever outward .
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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 |