Reading as Cultural Activities: Enabling and Reflective Texts.

Autor/in	Heap, James L.
Titel	Reading as Cultural Activities: Enabling and Reflective Texts.
Quelle	(1987), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Cultural Activities; Curriculum Development; Educational Theories; Information Processing; Reader Response; Reader Text Relationship; Reading Attitudes; Reading Materials; Reading Processes; Relevance (Education); Social Theories; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Cultural activity; Kulturelle Aktivität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational theory; Theory of education; Bildungstheorie; Informationsverarbeitung; Leserbrief; Reading behavior; Rading behaviour; Leseverhalten; Leseprozess; Relevance; Relevanz; Gesellschaftstheorie; Theorie-Praxis-Beziehung
Abstract	Current theories of reading are concerned with the nature of the "means" for achieving goals--processing components, paths, practices, and strategies. If reading is understood as text-oriented cultural activities, a continuum of text use can be formulated with enabling texts (those that enable the reader to do something) at one end and reflective texts (those that provide reflection on information) at the other end. These categories of texts differ in: (1) what reading them affords, (2) the relation of reading to what the texts affords, (3) the concreteness of the activity they afford, (4) the specificity of the knowledge involved in reading the texts, and (5) the criteria of "successful" or fluent reading, defined as an accurate, coherent, and useful reading. In information processing theories, enabling texts disclose what we need to learn, while reflective texts disclose what we know. Narrative and expositional texts generally fit the reflective text category, with the exception of instructional texts, which are enabling. When viewed with a concern for how social order is accomplished and reproduced, the importance of enabling texts becomes clear, since the administration of society depends on such texts. Within societies on the threshold of industrialization, reading can be appreciated as both intrapersonal and interpersonal information processing with consequences for what constitutes a relevant reading curriculum. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC