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This article presents a theoretically based model for place-based reading as a specific method for teaching literature outside the classroom. The model is designed for lower secondary school students (ages 13–16). With its four didactic stages, place-based reading is supposed to prompt and scaffold the students' exploratory, bidirectional text–place attention. The place-based reading model's theoretical foundations are presented by merging three broad academic fields: philosophies of place, literary topographies, and education outside the classroom (Danish: udeskole). The article is intended to contribute to a discussion of education that addresses how exploratory literature teaching outside the classroom could reveal to students that literature and the world surrounding them are related by concretizing the time element.
The primary aim of this theoretical and methodological paper is to conceptualise early school writing instruction (with 6 and 7-year-old students) through a critical discourse analytical (CDA; Fairclough, 2003) perspective. By drawing on empirical examples from two L1 classrooms, the paper provides an example of how a CDA analysis may be operationalised, particularly in an educational setting in primary school years. In doing so, the paper unveils how social power permeates the discourse practices of early school writing and how its effects on writing instructionmay be understood. The data consists of video-recorded observations of writing instruction in two classrooms and transcribed semi-structured interviews with two teachers. The conceptualisation shows major differences in the effects of power in discourse in the two classrooms, shaping the discourse practice in various ways. It furthermore becomes evident that these classrooms are sites of power struggles with effects on discourse and where discourse practices, in various ways, (re)construe both the social world of the classroom as well as what is being taught. However, rather than reproducing social power structures per se, this paper suggests that the classroom holds potential for contestation and transformation of structural power, not least dependent on the actions of the teacher.
Following the editorial rise of the nonfiction picturebook, a growing line of research has been initiated to analyze its educational potential and its place in children's reading. However, the number of empirical studies on children's responses to nonfiction picturebook reading remains limited. Therefore, this study focuses -from a qualitative analysis based on participant observation, involving 97 elementary school participants between 8 and 9 years old and covering 48 hours of recording-on the reading ofnonfiction picturebooks from three different reading conditions: silent, shared in small groups, and adult-mediated. The results reveal differences among the three reading approaches, evidencing a greater positive response to nonfiction picturebooks during individual and adult-mediated silent reading, a greater ability to foster critical and personal responses when mediated, as well as the fundamental role of illustrations and visual composition in fostering curiosity and critical reflection. However, small-group reading generated a greater number of negative responses, indicating the need to investigate it independently to more effectively harness its formative potential for children's readers, given that it is questioned in this study. Therefore, this paper provides a detailed analysis of these different reading conditions with nonfiction picturebooks and their implications for educational practice.
Over more than a century of formal schooling in literature, generations of students have become acculturated to authoritative school-based discourses that devalue everyday literary practices. However, research indicates that when students draw on their everyday practices in the classroom, they engage in rich literary reading experiences. In the current study, we argue that school-based discourses may limit teachers just as they limit students, and that teachers' literary funds of knowledge may be another potentially powerful resource for closing the distance between school and everyday reading. Drawing on social and literary metaphors of distance and closeness, we compared the discussions of the same teachers reading the same poems in personal (book club) and professional (lesson planning) settings. Analysis showed that teachers' literary stances differed across conditions. For instance, in the book club condition, teachers were more than twice as likely to enact a close stance when reading—immersing themselves in the text-world and empathizing with characters. We recommend that researchers and teacher educators attend more closely to and make visible the constraints of school-based discourses and the value of everyday funds of knowledge—not just for students, but for teachers.
Since the late 20th century, Literature educators have adopted dialogic pedagogies that connect aesthetic appreciation and other-centred approaches to literary texts. However, classroom research on students' ethical meaning-making has rarely been connected with theoretical developments of ethical criticism or conducted in non-western contexts and classroom debate settings. To map how Literature classroom interactions open or close possibilities for ethical meaning-making, I propose a dialogic ethical criticismthat synthesises an other-centred ethical criticism influenced by Emmanuel Levinas' ethical philosophy and Hans-Georg Gadamer's notion of hermeneutic conversation.
Using deductive and inductive analysis, I develop and apply a coding framework to examine classroom discourse in a high-ability Singapore Secondary Four (Grade 10) class in an Asian poetry unit. I focus on a series of classroom debates comparing poems withethical invitations on the representations of asylum seekers, the process of embracing diversity, and reasserting identity amidst discrimination. While some students keenly consider others' perspectives and develop the strength of their interpretive possibilities with close textual evidence, other students simulate an ethical openness by selectively using textual evidence. Although antagonistic forms of literary debates can inhibit students' ethical meaning-making, student adjudicators providing constructive feedback with close textual support can facilitate responsible interpretive possibilities.
Using literary conversations to design stimulating learning environments for all elementary students
(2023)
The paper presents results of the LemaS-GRiPproject. The focus lies on literary conversations in inclusive literature lessons in primary schools. These conversations link individual aesthetic experiences and interests with a jointly responsible development of literary interpretations in exchanges between pupils and teachers. Based on a Literary Classroom Conversationin a fourth grade, we can show in a preliminary analysis how learners enter into the open-ended process of understanding and approach the ambiguity of the text. At the same time, all participants have a growing responsibility towards the text and for each other. In doing so, they are partly dependent on a competent other, who supports them in approaching the ambiguity of the text in the sense of scaffolding. Central instrument was a multimodal interaction analysis of videotaped lessons following the principles of the documentary method.
The main result of this effectiveness study is that a reading program with a focus on students' poetry reading processes, based on observational learning via eye movement modeling examples, can improve students' reading comprehension for different text types. In a pretest-posttest design with an experimental group (ten classes) and a control group (five classes), students' self-efficacy regarding their own reading process and their reading comprehension were measured. Over a six-week period, teachers of Dutch and their students worked with the six experimental lessons, instead of the regular reading program: students observed and evaluated contrasting peer reading processes, reflected on differences with their own reading process, and then they practiced aspects of a deep reading process. The program resulted in significant progress in the reading comprehension of "expository texts" (ES = .66), "short stories" (ES= .66), and especially "poetry" (ES= .81). Furthermore, the self-efficacy test results show that students in the experimental condition experienced significantly more learning effect after the intervention period than those in the control group. Moreover, based on the learning reports, evaluation tasks and interviews, it appears that the participants in the innovative program have become aware of their reading and how they improved their performance.
In our conceptual paper, we propose the framework Instructive Dialogues on Literary Texts. We describe how teachers can identify questions about the literary text which are worthy of clarification and central in such dialogues. The worthiness of questions depends on three criteria: A question worthy of clarification has to be testable based on the literary text and either disputable—i.e., it elicits multiple answers—or urgent—i.e., there is a students' urge to clarify—or both. We are going to derive these concepts from the characteristics of literary texts, particularly from their ambiguity and polyvalence, and relate our framework to existing concepts of educational dialogue in literature classes. Moreover, we systematize teacher moves by applying notions of task research to whole-class dialogues. With these verbal moves, teachers can help their students to (collaboratively) interpret literary texts. Setting out our framework, we contribute to domain-specific concretizations of instructional quality and scaffolding. Furthermore, we propose a domain-specific definition of high-level comprehension.
To lead discussions about complex literary texts in a classroom of teenagers is no doubt a challenging task for many teachers. It is therefore meaningful to explore how teachers' management of literature discussions can be supported and improved. Prior research indicates a positive relationship between certain modes of discussion and increased literary awareness. Yet observational studies underscore that openended, probing discussions about literature are scarce in today's classrooms.
This article elaborates the theoretical framing of an intervention designed to improve the quality of teacher-led discussions about complex literary texts. We argue that dialogic theory, appropriate for highlighting the processes of classroom interaction, needs to be supplemented by theory that offers an explanation for the role of the literary text and its impact on both readers and their interaction processes. For this purpose, we examine the conceptual matching between theory of dialogic teaching, drawing on Bakhtin's idea of meaning making as inherently dialogic, and theories of literary response, specifically Shklovsky's concept defamiliarizationand recent didactical analysis of Derrida's concept undecidability. The intention of the paper is to suggest a theoretical framing of the intervention, one that allows for both analysis of the aesthetic processes of reading and talking about literature, and specific guidance of teachers' management of those discussions.
In recent years, researchers and practitioners in the field of Scandinavian L1 literature education have devoted considerable attention to literary conversations. In the Scandinavian countries, research into literature education has traditionally been characterized by qualitative studies. These tend to be published in various genres and are often written in a local language. This publishing pattern makes it challenging to obtain an overview of the field and its subfields. Hence there is an obvious need for a systematic review to map out the landscape of existing research into literary conversations. To that end, the present study investigates the characteristics of qualitative research into literary conversations in the Scandinavian L1 school subject with regard to key research approaches used, to the characteristics of the conversations studied, and to the pedagogical value ascribed to literary conversations. The findings show a joint belief in the value of literary conversations as a community for students' learning in Scandinavian research. Multiple pedagogical gains are accounted for, both from the collaboration within the community itself and as a result of such collective work. In addition, the wide range of theoretical and methodological approaches mapped out from the studies investigated reveal some interesting challenges and also possible gains if further research is conducted.
