CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Minding the gap: Annotation as preparation for discussion

Tác giả

Feito J.A.; Donahue P.

Năm xuất bản

2008

Source title

Arts and Humanities in Higher Education

Số trích dẫn

DOI

10.1177/1474022208094413

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-61049334563&doi=10.1177%2f1474022208094413&partnerID=40&md5=be619798bf9aff07a0d2f755bdbfced0

Tóm tắt

This research project examines classroom discussion in its relationship to reading as made visible through the practice of textual annotation. In order to develop a rich description of student reading/discussion processes, we targeted multiple undergraduate seminars at a liberal arts college as they encountered the first two Acts of Shakespeare's King Lear. We collected triangulated data from these class sessions including targeted reading surveys, student reading annotations, naturalistic observation of real-time seminar discussion behavior, and student reflections. Our analysis of the students' annotations relies upon reading theorist Wolfgang Iser's conceptions of interpretive gap, consistency building, and individual repertoire. Our discussion considers the theoretical implications of this local, in-depth data for the broader analysis of student reading and discussion practices. © 2008, SAGE Publications.

Từ khóa

Annotation; Difficulty; Discussion; Pedagogy; Reading; Student readers

Tài liệu tham khảo

Bahktin M.M., The Dialogic Imagination, (1982); Blair A., Reading Strategies for Coping With Information Overload, ca. 1550-1700, Journal of the History of Ideas, 64, 1, pp. 15-28, (2003); Ingold T., Lines: A Brief History, (2007); Iser W., The Implied Reader: Patterns of Communication in Prose Fiction from Bunyan to Beckett, (1978); Iser W., The Reading Process: A Phenomenological Approach, The Critical Tradition: Classic Texts and Contemporary Trends, pp. 956-968, (2006); Jackson H.J., Marginalia: Readers Writing in Books, (2002); Salvatori M., Toward a Hermeneutics of Difficulty, Audits of Meaning: A Festschrift in Honor of Ann E. Berthoff, pp. 80-95, (1988); Salvatori M., Donahue P., The Elements (and Pleasures) of Difficulty, (2005); Tannen D., Agonism in the Academy: Surviving Higher Learning's Argument Culture, Chronicle of Higher Education, 46, 30, pp. 1651-1669, (2000)