The Writing and Teaching of Adolescent Literature.

Autor/in	Schwartz, Sheila
Titel	The Writing and Teaching of Adolescent Literature.
Quelle	(1979), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Leitfaden; Unterricht; Lehrer; Adolescent Literature; Conventional Instruction; Evaluation Criteria; Humanistic Education; Literary Criticism; Methods Courses; Preservice Teacher Education; Questioning Techniques; Reading Material Selection; Secondary Education; Small Group Instruction; Teacher Developed Materials; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Humanistische Bildung; Literaturkritik; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Befragungstechnik; Fragetechnik; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The use of nontraditional adolescent literature in the secondary classroom and teacher training for this usage are discussed in this paper. After outlining a humanistic approach to adolescent literature, in which students are taught to use literature to illuminate their lives, the paper contrasts such an approach to the teaching of traditional literature, in which the emphasis is on understanding the text. It tells how certain societal changes have promoted the acceptance of adolescent literature as a serious genre and discusses the classroom focus on sociological, psychological, ethical, and ideological aspects of literary works. It next outlines the need for college methods courses in adolescent literature and presents guidelines for the selection of adolescent literature that are given to students in one methods course. The value of small group instruction in teaching adolescent literature is discussed, and suggestions are offered for the division of students into groups for class organization and for possible group activities. Finally, teacher-developed learning activity packets are described, the values of using them are listed, and suggestions are provided for incorporating questions and activities based on a hierarchy of thinking skills ranging from the factual to the conceptual and evaluative. (GT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01