Enhancing the Agency of the Listener: Introducing Reception Theory in a Lecture

Autor/in	Smyth, Karen Elaine
Titel	Enhancing the Agency of the Listener: Introducing Reception Theory in a Lecture
Quelle	In: Journal of Further and Higher Education, 33 (2009) 2, S.131-140 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Lecture Method; Learner Engagement; Thinking Skills; Critical Thinking; Reader Text Relationship; Theories; Active Learning; Reflection; College Instruction + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kritisches Denken; Theory; Theorie; Aktives Lernen; Hochschullehre
Abstract	This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning "dialogue strategies". This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10