Considering Collective Motivation to Read: A Narrative, Inquiry

Autor/in	McCarthy, Mark D.
Titel	Considering Collective Motivation to Read: A Narrative, Inquiry
Quelle	In: Journal of Language and Literacy Education, 18 (2022) 2, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Motivation; Story Telling; Literacy Education; Cognitive Processes; Thinking Skills; Learning Processes; Teaching Methods; Questioning Techniques; English Language Learners; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Labeling (of Persons); Sociocultural Patterns; Educational Theories; Georgia + Suchen Sie Ihr Suchwort? Lesemotivation; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Labeling-Ansatz; Soziokulturelle Theorie; Educational theory; Theory of education; Bildungstheorie
Abstract	Research into literacy education often explores cognitive or sociocultural understandings, with the former shaping how curricula and assessments understand readers. This focus on cognitive processes is one of many ways that reading is imagined as an individual pursuit. Through a lens of post-human subjectivity, I consider a narrative of a key moment of collective motivation in the classroom as situated in a larger context. While I draw upon empirical evidence in the form of interviews, narrative inquiry takes me toward questions that evoke. Notably, I find that the ubiquity of collective endeavors appears as solo achievements. As a result of my narrative-inspired thinking-through-theory, I argue that collective motivation is a feature of post-human subjectivity, and that we might generate new possibilities for learning as assemblage in our teaching. To elaborate, I weave together narrative and diagrammatical modes of thinking, storytelling and description of my analytical process, to evoke questioning. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01