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...
| Publicado no: | International journal of Christianity & education |
|---|---|
| Autor principal: | |
| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
Sage Publishing
[2020]
|
| Em: |
International journal of Christianity & education
|
| Classificações IxTheo: | CD Cristianismo ; Cultura CF Cristianismo ; Ciência KBQ América do Norte |
| Outras palavras-chave: | B
Young adult literature
B Literary Analysis B reading engagement B literary pedagogy B Common Core English |
| Acesso em linha: |
Volltext (Resolving-System) |
| Resumo: | 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 |
| Obras secundárias: | Enthalten in: International journal of Christianity & education
|
| Persistent identifiers: | DOI: 10.1177/2056997119891445 |