Their whole hearts: Formative reading in the young adult classroom

Students in a college literature class have been formed by conflicting approaches to literary pedagogy. The Common Core Standards deemphasize formative reading in favor of close reading, post-reading analysis of literary elements. A counter-movement, with its own network of publications and workshop...

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Bibliographic Details
Published in:International journal of Christianity & education
Main Author: Jensen, Steven (Author)
Format: Electronic Article
Language:English
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Published: Sage Publishing [2020]
In: International journal of Christianity & education
IxTheo Classification:CD Christianity and Culture
CF Christianity and Science
KBQ North America
Further subjects:B Young adult literature
B Literary Analysis
B reading engagement
B literary pedagogy
B Common Core English
Online Access: Volltext (Resolving-System)
Description
Summary:Students in a college literature class have been formed by conflicting approaches to literary pedagogy. The Common Core Standards deemphasize formative reading in favor of close reading, post-reading analysis of literary elements. A counter-movement, with its own network of publications and workshops, emphasizes formative reading, emotional engagement, and the cultivation of adult reading habits. More grounded in reader-response theory, this approach promotes the emotional engagement and autonomy of student readers, and often makes use of young adult literature. This counter-movement, however, depends upon unspoken pre-conditions that connect it to some ancient regimes of formative reading.
ISSN:2056-998X
Contains:Enthalten in: International journal of Christianity & education
Persistent identifiers:DOI: 10.1177/2056997119891445