How Feeling Supports Students' Interpretive Discussions about Literature

Autor/inn/en	Levine, Sarah; Trepper, Karoline; Chung, Rosalie Hiuyan; Coelho, Raquel
Titel	How Feeling Supports Students' Interpretive Discussions about Literature
Quelle	In: Journal of Literacy Research, 53 (2021) 4, S.491-515 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levine, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211052249
Schlagwörter	Emotional Response; High School Students; Reader Text Relationship; Literature; Language Arts; High School Teachers; Faculty Development; Comprehension; Discussion (Teaching Technique); Teaching Methods; Affective Behavior + Suchen Sie Ihr Suchwort? Emotionales Verhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Literatur; Sprachkultur; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Verstehen; Verständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Research indicates that feeling is fundamental to the multilayered experience of literary interpretation. However, despite great strides in U.S. high school classrooms, discussions about literature are still often characterized by known-answer discourses that exclude feeling. This article builds on small-scale studies of affective evaluation, an interpretive approach in which readers attend to and reflect on their feeling-based responses to texts. Those studies, focused on individual students, showed that when responding to texts with feeling, students were more likely to build multilayered interpretations as opposed to summary or one-dimensional thematic interpretations. The current study explores affective evaluation in the more complex arena of class discussion, where known-answer discourses are particularly entrenched. We compared the same teachers and students using affective evaluation in one discussion, but not the other. Discussions using affective evaluation were correlated with increased multidimensional interpretation, adding to evidence that feeling enriches students' literary sense-making and disrupts known-answer discourses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01