Promoting Empathetic Reading with "between Shades of Gray" through a Global Blogging Project

Autor/inn/en	Schieble, Melissa; Kucinskiene, Lolita
Titel	Promoting Empathetic Reading with "between Shades of Gray" through a Global Blogging Project
Quelle	In: Journal of Adolescent & Adult Literacy, 63 (2019) 3, S.269-277 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1001
Schlagwörter	Empathy; Electronic Publishing; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Adolescent Literature; Novels; English Teachers; War; History; Role Playing; Literary Criticism; Foreign Countries; Program Descriptions; Computer Mediated Communication; Intercultural Communication; Reading Processes; Lithuania; United States + Suchen Sie Ihr Suchwort? Empathie; Elektronisches Publizieren; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Novel; Roman; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Krieg; Geschichte; Geschichtsdarstellung; Rollenspiel; Literaturkritik; Ausland; Computerkonferenz; Interkulturelle Kommunikation; Leseprozess; Litauen; USA
Abstract	The authors drew on empirical data from a blogging project that brought English teachers from the United States and Lithuania together online to discuss the young adult novel "Between Shades of Gray" by Ruta Sepetys. The novel tells the story of a 15-year-old girl, Lina, and her family, who are forcibly separated and deported to a Siberian labor camp under Stalin's occupation of the Baltic States during World War II. The authors argue that the pedagogical context sheds light on what an empathetic reading of the state-sponsored atrocities described in this book might entail, thus avoiding common pitfalls with difficult knowledge when readers are positioned to try on through role-play or detach through close reading and literary analysis. Throughout, the authors define and promote one possibility of what empathetic reading can look like when pedagogies position readers as empathetic learners. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01