A Computer-Assisted Pedagogical Model for Transacting with Literature. NCTE Concept Paper No. 13.

Autor/inn/en	Evans, John Frank; Pritchard, Ruie Jane
Institution	National Council of Teachers of English, Urbana, IL.
Titel	A Computer-Assisted Pedagogical Model for Transacting with Literature. NCTE Concept Paper No. 13.
Quelle	(1995), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Class Activities; College English; Computer Assisted Instruction; English Instruction; Higher Education; Models; Reader Response; Student Reaction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Computer based training; Computerunterstützter Unterricht; English langauage lessons; Englischunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Leserbrief; Schülerkritik
Abstract	The study reported in this paper argues for a process model of postsecondary instruction where reader-response literary theory in general, and L. Rosenblatt's transactional theory specifically, provides a theoretical framework for strategies which use computers to teach postsecondary English. The paper begins with an examination of the historical and theoretical basis of the relationship among various literary theories. The transactional computer-assisted model proposed in the paper reconciles approaches for teaching literature and teaching composition, while addressing questions about the roles of literary theory and computer technology in postsecondary classrooms. The defining characteristics of the model in the paper are that it is computer facilitated, process oriented, student centered, recursive, democratic, generative, and adaptable. The paper suggests strategies and experiences which allow students to consider a text as they might consider the world. The paper reports an application of the model in a computer-assisted postsecondary classroom and includes example lessons and student responses. Those who design postsecondary curricula, particularly those who teach postsecondary English, will find the model useful and timely, especially if they have a computer-assisted composition program in place. Contains 58 references and 14 figures illustrating sample computer screens and student responses. (RS)
Anmerkungen	National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No. 08237).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC