Moving beyond "Agreeable" Texts and "Boring" Tasks: Pairing Young Adult Literature and Critical Literacy in Teacher Education

Autor/inn/en	Shanahan, Eileen M.; Dallacqua, Ashley K.
Titel	Moving beyond "Agreeable" Texts and "Boring" Tasks: Pairing Young Adult Literature and Critical Literacy in Teacher Education
Quelle	In: Action in Teacher Education, 40 (2018) 1, S.38-57 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424659
Schlagwörter	Adolescent Literature; Preservice Teacher Education; Critical Literacy; Qualitative Research; Social Problems; Teaching Methods; Preservice Teachers; English Teachers; Introductory Courses; Course Descriptions; Language Arts + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Lehramtsstudiengang; Lehrerausbildung; Kritisches Lesen; Qualitative Forschung; Social problem; Soziales Problem; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Einführungskurs; Kursstrukturplan; Sprachkultur
Abstract	This article considers the power of approaching young adult literature from a critical literacy perspective in teacher education and how that affects emerging teachers' ability to consider its role in their future teaching. Specifically, the authors explore how critical literacy--the exposure to a variety of texts, ways of approaching texts, and means of processing texts--can elevate preservice teachers' understanding of literature and the world around them, and thus, their ability to teach their future students from a critical literacy perspective. In this qualitative study of the teaching and learning of critical literacy in an Introduction to Adolescent Literature teacher education course, the authors illustrate how the pairing of literary theory and young adult literature can provide preservice teachers the tools for questioning texts and larger societal issues with their future students. The current study has practical implications for the field of teacher education in the way literature courses for preservice teachers are designed and conceptualized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01