Building Reading Resilience: Re-Thinking Reading for the Literary Studies Classroom

Autor/inn/en	Douglas, Kate; Barnett, Tully; Poletti, Anna; Seaboyer, Judith; Kennedy, Rosanne
Titel	Building Reading Resilience: Re-Thinking Reading for the Literary Studies Classroom
Quelle	In: Higher Education Research and Development, 35 (2016) 2, S.254-266 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2015.1087475
Schlagwörter	Reading Skills; Resilience (Psychology); Literary Criticism; Critical Reading; Reading Strategies; Reading Achievement; Foreign Countries; Reading Ability; Reading Instruction; Higher Education; Teaching Methods; Student Centered Learning; Coaching (Performance); Reading Habits; Student Surveys; College Students; Australia + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Literaturkritik; Kritisches Lesen; Reading strategy; Leselernstufe; Lesetechnik; Leseleistung; Ausland; Reading competence; Lesekompetenz; Leseunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Reading habit; Lesegewohnheit; Schülerbefragung; Collegestudent; Australien
Abstract	This paper introduces the concept of "reading resilience": students' ability to read and interpret complex and demanding literary texts by drawing on advanced, engaged, critical reading skills. Reading resilience is a means for rethinking the place and pedagogies of close reading in the contemporary literary studies classroom. Our research was across four Australian universities and the first study of its kind in the Australian context. We trialled three working strategies to support students to become consistent and skilled readers, and to equip teachers with methods for coaching reading: "setting the scene" for reading, surveying students on their reading experiences and habits, and rewarding reading within assessment. We argue that the nature and pedagogy of close reading has not been interrogated as much as it should be and that the building of reading resilience is less about modelling or outlining best practice for close reading (as has traditionally been thought) and more about deploying contextual, student-centred teaching and learning strategies around reading. The goal is to encourage students to develop a broad suite of skills and knowledge around reading that will equip them long term (for the university and beyond). We measured the effectiveness of our strategies through seeking formal and informal student feedback, and through students' demonstration of skills and knowledge within assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01