Closeness and Distance: Using Close Reading as a Method of Educational Enquiry in English Studies

Autor/inn/en	Brookman, Helen; Horn, Julia
Titel	Closeness and Distance: Using Close Reading as a Method of Educational Enquiry in English Studies
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 15 (2016) 2, S.248-265 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216636517
Schlagwörter	Critical Reading; English; Humanities Instruction; Literary Criticism; Interdisciplinary Approach; Inquiry; Educational Strategies; Writing (Composition); Writing Evaluation; Scholarship; Educational Research; Social Sciences; Social Science Research; Tutoring; Documentation; Questionnaires; College Students; Foreign Countries; Essays; Outcomes of Education; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kritisches Lesen; English language; Englisch; Geisteswissenschaftlicher Unterricht; Literaturkritik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrstrategie; Schreibübung; Scholarships; Stipendium; Bildungsforschung; Pädagogische Forschung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Social scientific research; Sozialwissenschaftliche Forschung; Förderkonzept; Nachhilfeunterricht; Dokumentation; Fragebogen; Collegestudent; Ausland; Essay; Aufsatzunterricht; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study
Abstract	This article draws on a pedagogical case study in order to reflect on the value of using a Humanities disciplinary practice (the "close reading" of literary studies) as a method of educational enquiry and to provide a worked example of this approach. We explore the introduction of a pedagogic strategy--students writing abstracts for essays and sharing them in advance of group discussion--into the tutorial at the University of Oxford, and an evaluation of it. We then read the student "texts" (written abstracts and evaluation forms) more closely, to problematize the initial evaluation findings and reveal hidden aspects of student learning and the teaching relationship. We reflect upon our approach and suggest some of the difficulties and advantages of "close reading" student texts while achieving scholarly "distance" as a pedagogic research practice. In addition, we explore further the relations between social science and humanities approaches to educational enquiry. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01