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This book uses the set of relations announced by teachers' and
students' readings of literary fictions as a commonplace location
to interpret the experience of curriculum. In addition to
illuminating the complexity of schooled readings of literature,
Private Readings in Public provides insightful and provocative
interpretations of the intertwined, overlapping, and ever-evolving
intertextual relations that comprise events of curriculum. It will
be of interest to those who wish to expand their understanding of
the way in which interpretations of shared reading can become a
literary anthropology where the identities of readers, writers, and
teachers are continually re-invented during processes of reading,
writing, and teaching.
"Why Reading Literature in School Still Matters: Imagination,
Interpretation, Insight" explains how a reader's involvement with
literary texts can create conditions for developing deep insight
into human experience, and how teachers can develop these
interpretive possibilities in school contexts. Developed from the
author's many years of research, this book offers both a
theoretical framework that draws from an interdisciplinary array of
sources and many compelling and insightful examples of literary
engagement of child, adolescent, and adult readers, as well as
practical advice for teachers and other readers about how to create
interesting and expansive sites for interpretation that are
personally rewarding and productive.
"Why Reading Literature in School Still Matters: Imagination,
Interpretation, Insight "
*provides an overview of theories of human learning that influence
beliefs about language, culture, and identity;
*shows how these theories of learning influence beliefs about and
practices of reading and interpretation;
*introduces new ways to conceptualize reading that emphasize the
relationship between individual and collective identities and
language/literacy practices;
*explains why access to information does not guarantee that
understanding and/or insight will occur--by emphasizing the
importance of "re-reading" and "close reading" this text shows that
development of deep insight depends on interpretation skills that
must be taught; and
*presents a reconceptualized view of reading pedagogy.
This is an essential text for education courses at both the
undergraduate and graduate levels and a must read for teachers and
for anyone interested in more deeply understanding how literary
works of art can create conditions for learning about oneself,
one's situation, and one's possibilities.
"Why Reading Literature in School Still Matters: Imagination,
Interpretation, Insight" explains how a reader's involvement with
literary texts can create conditions for developing deep insight
into human experience, and how teachers can develop these
interpretive possibilities in school contexts. Developed from the
author's many years of research, this book offers both a
theoretical framework that draws from an interdisciplinary array of
sources and many compelling and insightful examples of literary
engagement of child, adolescent, and adult readers, as well as
practical advice for teachers and other readers about how to create
interesting and expansive sites for interpretation that are
personally rewarding and productive.
"Why Reading Literature in School Still Matters: Imagination,
Interpretation, Insight "
*provides an overview of theories of human learning that influence
beliefs about language, culture, and identity;
*shows how these theories of learning influence beliefs about and
practices of reading and interpretation;
*introduces new ways to conceptualize reading that emphasize the
relationship between individual and collective identities and
language/literacy practices;
*explains why access to information does not guarantee that
understanding and/or insight will occur--by emphasizing the
importance of "re-reading" and "close reading" this text shows that
development of deep insight depends on interpretation skills that
must be taught; and
*presents a reconceptualized view of reading pedagogy.
This is an essential text for education courses at both the
undergraduate and graduate levels and a must read for teachers and
for anyone interested in more deeply understanding how literary
works of art can create conditions for learning about oneself,
one's situation, and one's possibilities.
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