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 24
... kind of zone out . Even with novels that have a theme that I like I still get lost in them . Also , I am kind of an impatient person and when I start reading some- thing I want to get finished pretty quick . I am also not a very fast ...
... kind of zone out . Even with novels that have a theme that I like I still get lost in them . Also , I am kind of an impatient person and when I start reading some- thing I want to get finished pretty quick . I am also not a very fast ...
Page 63
... kind of performed plays in English classes entertained me more than being told to read it on my own . Getting to see the play acted out always made it easier to understand and more meaningful to me . The key here seems to be that in ...
... kind of performed plays in English classes entertained me more than being told to read it on my own . Getting to see the play acted out always made it easier to understand and more meaningful to me . The key here seems to be that in ...
Page 74
... kind of mapping ; they share their maps . In fact , a big part of its appeal is the chance to work together to ... kind of reading , like other forms of reading , is an acquired art . Combining this kind of mapping of reading with a ...
... kind of mapping ; they share their maps . In fact , a big part of its appeal is the chance to work together to ... kind of reading , like other forms of reading , is an acquired art . Combining this kind of mapping of reading with a ...
Contents
The Lived Curriculum 20 285 | 16 |
The Delivered Curriculum | 41 |
Closing the Circle | 58 |
Copyright | |
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activity Annabel Lee ask students assignment begin Billy Collins classroom connections context create culture curricula delivered curriculum dents develop digital portfolios Donald Schön E.E. Cummings Edith Wharton education literature engage English erature essays experience experienced curriculum explain Figure genre Guggenheim Museum Bilbao help students high school House of Mirth images intellectual interpretation invisibility James Paul Gee Jerome McGann Kathleen kind Last accessed learning litera literary literature class literature course lived curriculum McGann means mother-in-law movie multiple stories not-understanding novel Octopus palimpsest palimtext pedagogy performance play poetry Pop-Up Video pop-ups practice print portfolio questions READ THE POEM reader of literature reader's block reader's theater reading process RealPlayer reflection Robert Scholes role says Scholes seems specific talk teachers Teaching Literature tell term theme thought tion ture understand University visual Wallace Stevens words writing Yancey