Generating, Weaving and Curating: Disciplinary Processes for Reading Literary Text

Autor/inn/en	Reynolds, Todd; Rush, Leslie S.; Holschuh, Jodi Patrick; Lampi, Jodi P.
Titel	Generating, Weaving and Curating: Disciplinary Processes for Reading Literary Text
Quelle	In: English Teaching: Practice and Critique, 21 (2022) 1, S.29-43 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/ETPC-06-2021-0070
Schlagwörter	Reading Processes; English Instruction; Language Arts; Content Area Reading; Content Area Writing; College Freshmen; College Faculty; Prior Learning; Reading Comprehension; Knowledge Level; Heuristics; Teaching Methods; Reading Strategies; Literature; Specialists; Student Characteristics; Poets; Poetry + Suchen Sie Ihr Suchwort? Leseprozess; English langauage lessons; Englischunterricht; Sprachkultur; Sinnerfassendes Lesen; Schriftliche Übung; Studienanfänger; Fakultät; Vorkenntnisse; Leseverstehen; Wissensbasis; Heuristik; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Literatur; Dichter; Lyrik; Poesie
Abstract	Purpose: The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach: The authors recruited literary scholars and first-year college students to read literary texts aloud and voice their thoughts. Transcripts were collaboratively coded and analyzed using a priori and emergent coding. Findings: This study presents the findings in two ways. First, this study grouped the codes into four categories, namely, background knowledge, comprehension, disciplinary knowledge and building an interpretation. This described the differences in frequencies among the participants' strategy use. Next, to more fully describe how participants read literary texts, this study presents the data using three processes, namely, generating, weaving and curating. These findings indicate a continuum of strategies and processes used by participants. Practical implications: The study suggests using the ELA heuristic for instruction, which includes moving students beyond generating and weaving by asking them to do their own interpretive work of curation. This potential roadmap for instruction avoids a deficit mindset for students by recommending low-stakes opportunities that meet students where they are as they build their capacity for interpretive moves. Originality/value: The findings help the field to gain an understanding of what novices and experts do when they read literary text, including both strategies and processes. This study also provide an ELA heuristic that has instructional implications. This study adds to the body of knowledge for disciplinary literacy in ELA in both theoretical and practical ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01