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"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" 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.
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.
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