Post by Deleted on Feb 15, 2018 5:55:02 GMT -5
Hello,
The twelve-month research project Literature’s Lasting Impression⃰ investigates a defining convention of classroom literary study, shared novel reading. Most people remember ‘reading round the class’, an approach used for decades with little account of its efficacy or of recent research on classroom talk for learning. Typically, discussion develops as classes share a book read together, students elaborating responses collectively under their teacher’s guidance. What features of shared novel reading stimulate deep response?
As community and online book groups thrive, literary study in education is in crisis. Erratic GCSE English results, shifting assessment frameworks and low confidence of teachers working with literature raise a second question: how do teachers in primary, secondary and higher education guide shared novel reading to improve students’ literary response?
The project’s findings are organised around four strands of research:
a) a survey of adults about what they remember of their most formative and engaging experiences of reading novels in school, so we can understand the lasting impact of this form of literary study and how it can provoke deep response;
Research into reading often focuses on individuals and their capacity to comprehend texts. While understanding this is important for the teacher of literature, so is an appreciation of how responses to novels are elaborated collectively – the interplay and culmination of many individual responses across a classroom. In this study Conversation Analysis of recorded classroom interaction affords close attention to these facets of pedagogy, while survey and interview data inform interpretation of transcripts and accommodate perspectives that reveal the impact of this very distinctive reading activity over time.
thanks
more details:
Business Overview Video
The twelve-month research project Literature’s Lasting Impression⃰ investigates a defining convention of classroom literary study, shared novel reading. Most people remember ‘reading round the class’, an approach used for decades with little account of its efficacy or of recent research on classroom talk for learning. Typically, discussion develops as classes share a book read together, students elaborating responses collectively under their teacher’s guidance. What features of shared novel reading stimulate deep response?
As community and online book groups thrive, literary study in education is in crisis. Erratic GCSE English results, shifting assessment frameworks and low confidence of teachers working with literature raise a second question: how do teachers in primary, secondary and higher education guide shared novel reading to improve students’ literary response?
The project’s findings are organised around four strands of research:
a) a survey of adults about what they remember of their most formative and engaging experiences of reading novels in school, so we can understand the lasting impact of this form of literary study and how it can provoke deep response;
Research into reading often focuses on individuals and their capacity to comprehend texts. While understanding this is important for the teacher of literature, so is an appreciation of how responses to novels are elaborated collectively – the interplay and culmination of many individual responses across a classroom. In this study Conversation Analysis of recorded classroom interaction affords close attention to these facets of pedagogy, while survey and interview data inform interpretation of transcripts and accommodate perspectives that reveal the impact of this very distinctive reading activity over time.
thanks
more details:
Business Overview Video