Meaningful Learning of Literary Elements by Incorporating Critical Literacies

Autor/inn/en	Yoon, Bogum; Uliassi, Christine
Titel	Meaningful Learning of Literary Elements by Incorporating Critical Literacies
Quelle	In: Literacy Research: Theory, Method, and Practice, 67 (2018) 1, S.360-376 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336918786939
Schlagwörter	Critical Literacy; Case Studies; Teaching Methods; Adolescent Literature; Novels; Misconceptions; Writing (Composition); High School Students; English; Language Arts; Literary Devices + Suchen Sie Ihr Suchwort? Kritisches Lesen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Novel; Roman; Missverständnis; Schreibübung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English language; Englisch; Sprachkultur; Literaturarbeit
Abstract	Grounded in the theoretical constructs of "envisionment building" and critical literacies, this article discusses a case study on how the teacher invites the students to make their learning of literary elements (e.g., point of view) more meaningful by incorporating components of critical literacies. The teacher's critical practice and the students' written responses to adolescent literature including novels are discussed as the supporting examples from the study. The findings challenge the misconception that there is little space to implement critical literacies under the prescriptive curriculum during the present standardized testing era. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01